Book Reviews

Abstract

Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in their homes and communities.     

The Power of Action Research,Technology and Teacher Education

Abstract

This study is a review of a program and an endeavor that sought to examine the effects of preparing prospective teachers in the skills and abilities of action research, utilizing technological resources, and determining the impact of that upon teacher education efforts. A cohort of secondary student teachers were taught and prepared in the processes and activities associated with action research, a means of identifying one's own issues and concerns with teaching and conducting a valuable study and examination of those issues. They were asked to organize, prepare, present, and evaluate their research activities by utilizing technology and demonstrating these results. Finally, they were asked to evaluate the implications that this effort had on their teacher education program and professional development.     

The Falls Creek Project

Abstract

Four student-led investigations conducted as part of the NSF-funded Explorations from an Aerial Perspective program demonstrate how participatory action research can provide a framework for realizing environmental education goals. Students conducted the investigations–which focused on community land-use issues–in cooperation with teachers, nonformal educators, and community members. On the basis of the results of their research, the students organized activities that engendered positive changes in their local environments.     

Creating a Ninth-Grade Community of Care

ABSTRACT

This qualitative case study analyzed how one large high school created a community of care for ninth-grade students. Data were collected during the 2006–2007 school year, including observations, individual interviews, and focus group interviews of 1 female teacher and 9 of her students. Findings suggest the Freshman Focus teachers and program helped to establish three caring relationships (teacher to program, teacher to student, program to student) that promoted a community of care. The development of positive teacher beliefs about students, supportive teacher–student relationships, and the promotion of academic and life skills may help create a caring community in which students are the primary receivers of care.     

Exploring global citizenship learning and ecological Behaviour change through extracurricular activities

ABSTRACT

This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen.     

Using the local community to improve citizenship education for the gifted

Involving the community in a citizen education program will make such a program challenging, interesting and academically sound for the gifted student.     

Looking Far And Looking Near: Student Insights On History,Language, And Power

ABSTRACT

Three community college students participated in a collaborative student/professor research project to experiment with new ideas in teaching. Under the direction of the instructor, the students studied the South African riots in Soweto, 1976, and how issues of language and power were connected to this event. This investigative process began with video information to introduce students to the key issues, and was then followed by student research and discussion. The students, who were particularly motivated to understand the conflict by relating it to their own linguistic circumstances, worked individually and together to find articles and video sources to support their personal interests and ideas. By reflecting on their experiences and perceptions about language and communication, students were able to become engaged in an unfamiliar historical topic, discover relevant academic information, evaluate sources, and formulate insightful responses.     

Identifying Needs,Obstacles, and Solutions

Abstract

Residential environmental education camps provide a setting that can result in beneficial changes in participants' self-esteem, interpersonal relationships, and feelings of connection with the natural world, as well as stimulating greater interest in future low-impact recreation experiences in natural areas. When students learn how ecosystems function and about environmental action strategies that contribute to their maintenance, they develop more environmentally responsible behaviors. Wolf Creek Nature Camp is an environmental education program that integrates awareness of the natural environment, knowledge of environmental concepts and issues, and action on environmental problems. The 2-week program raises campers' self-esteem; increases their interest in, and curiosity about, nature, and fosters outdoor skills. Enhanced self-esteem is a major influence on their desire to take further environmental action.     

Toward Explaining Citizens' Knowledge about a Proposed Reservoir

Abstract

This study assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution. A representative sample of public school students (n = 105) in 11 Maine schools was selected, and students were interviewed on four concept principles considered critical to a full understanding of the pollution problem. The concept of pollution included the much publicized issues of solid and toxic waste as well as air, soil, and water pollution. Research assertions were summarized in generalized correct concept statements indicating the extent of current student knowledge. Common misconceptions were also noted.

This study considered student understanding from a human ecological perspective, that is, as an integrated set or cluster of concepts related to pollution. This reflects a complex, integrated, and multidisciplinary conception of natural phenomena. Human constructivism, meaningful learning theory, and principles related to the relevance of student schema in the design of curriculum and instructional strategies guided this work.

The results of this study have implications for teaching about pollution and the design of science education curriculum materials based upon student knowledge. This information can guide teaching strategies concerning current environmental problems and thus help learners gain an appreciation for the complex and multi-disciplinary nature of science, technology, and society and how they affect the environment.     

Examining how parent and teacher enthusiasm influences motivation and achievement in STEM

Abstract

Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM.     

Increased Self-Actualization as a Result of an Intensive One Semester Academic Program

Abstract

Thirty-four college undergraduates, not majoring in science, participated in an innovative program in the biological sciences. The program stressed applications of biology to social problems, and emphasized emotional as well as intellectual growth. Students took part in discussions, field trips, projects in the community, and encounter-type process groups. At the end of the program, participants showed significant increases on nine of (he twelve scales of the Personal Orientation Inventory, a measure of self-actualization. Greatest changes occurred in inner directedness and acceptance of their own aggression. The results indicate that the program met a broad spectrum of student needs, and support the efforts of those who are trying to include all aspects of personal growth in higher education.     

Doing it the Community College Way: Community College-Specific Programming

ABSTRACT

Community colleges are often boxed into university models despite the unique nature of their institutional missions and student populations. We believe community colleges need to develop their own models, rooted in their distinctive missions, to encourage student success. We illustrate this through our experience with a short-term research assistantship program. The program created a brief, but important, way to enhance the student–professor relationship and engage students in applied research practices. It also provided a resource to assist community college faculty in conducting their own, original research. We hope others will not only develop similar programs, but perhaps more importantly, that this article will spur bottom-up, creative thinking to engage time-constrained, community college students in meaningful ways.     

Effectiveness of the Student Success Course on Persistence,Retention, Academic Achievement,and Student Engagement

ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.     

Age as a Predictor of Student Success in Community College Technical Certificate Programs

ABSTRACT

This study was initiated to help determine if there was an associated probability between a student’s age relative to persistence and retention leading to the completion of a Technical Certificate at the community college level. The research model used in this study is based on a quantitative binary logistic regression model, whereby the dependent variable was completion versus non-completion of a Technical Certificate program. The study’s findings showed that there were statistically significant relationships between the various student’s age groups and completion of a Technical Certificate program. The baseline age group for this study was traditional age students as defined by those students who were between 16 and 21 years old. The age groups of 22 to 27, 28 to 34, 35 to 39, and students over the age of 39 were compared to the baseline group to determine if there was statistical significance between the graduation rates accordingly.     

Satisfaction with Business Education: A Comparison of Business Students and Their Parents

ABSTRACT

The study examined relationships between ratings of college services and program quality among 57 pairs of parents and students. The study revealed that the relationships between parent and student ratings of the institution were relatively small. However, parents who believed that they had greater influence over student choice of institution were more satisfied with the institution. Satisfaction also was associated with amount of parental contribution to payment of tuition and fees. Marketing implications for universities are indicated.     

The Effect of Exemption from Final Examination on the Distribution of Term Grades

ABSTRACT

This qualitative within-site case study (N = 10) is a follow-up study to a 2006–2007 investigation that analyzed how 1 high school created a community of care for its ninth-grade students through the implementation of a ninth-grade transition program—Freshman Focus. All participants were interviewed again 3 years later during students’ senior year to investigate how Freshman Focus might have fostered a long-lasting community of care that extended throughout students’ high school years. Findings suggest teacher–student and program–student relationships served as ways to foster a community of care that promoted a positive school experience for students. While findings indicate that Freshman Focus fostered a community of care that lasted throughout these students’ high school years, it is unclear whether this caring community extended to the broader school community.     

One Goal,Two Institutions: How a Community College and 4-Year University Partner to Bridge Student College Readiness Gaps

ABSTRACT

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.     

Serving Those Who Served: Evaluation of Evidenced-Based Veteran Programs at Community Colleges

ABSTRACT

The research and practice surrounding student service members/veterans has evolved over several decades. With a regeneration of veteran students’ enrollment, a need for increased attention to this special student population continues to be an institutional priority, especially for community colleges. The literature suggests that while greater attention has been paid to serving those that have served, there is little to support whether or not such efforts are considered evidenced-based. This discussion asserts that community colleges are ripe with examples of evidenced-based programming for student service members and student veterans.