Financial Aid and Attainment Among Students in a State with Changing Demographics

Using event history analysis, this study investigated to what extent differentiated forms of aid affected the educational attainment of various student populations with particular interest on the Latinos/as within this emerging settlement state: Indiana. Findings suggest that the effects of aid are moderated by race and ethnicity. State grants, primarily need-based, played a significant if not modest role in encouraging persistence among Latino students, more so than peers from other racial/ethnic groups. No significant direct relationship was found between federal grants and loans for Latino students with respect to graduation.     

Organizational newcomers: Temporary and regular employees,same‐sex and mixed‐sex superior‐subordinate dyads,supervisor influence techniques,subordinates communication satisfaction,and leader‐member exchange

This study examined the relationship between newly hired employees’ characteristics (i.e., temporary vs. regular employee, superior‐subordinate gender‐dyad combinations), supervisors initial tactics of influence, subordinate communication satisfaction, and quality of leader‐member exchange. Results from 148 (71 temporary) new hires indicated (a) employee characteristics were not significantly related to the leader‐member exchange, (b) supervisors initial use of prosocial influence tactics were significantly and positively related to the quality of leader‐member exchange, and (c) subordinates’ satisfaction with communication was significantly and positively related to the quality of leader‐member exchange.     

A therapeutic model of adult education in Canada: skills and academic upgrading programs in the Province of Alberta

This article reports research findings of a comparative research project, supported by a generous grant from the International Development Research Centre (IDRC). We studied adult education policy implementation in the Province of Alberta, Canada; in Mexico City and a rural district of the State of Mexico; and urban and rural districts of Dar‐Es‐Salaam in Tanzania, East Africa. The study was conducted between 1987‐1991 by three research groups coordinated internationally by Carlos Alberto Torres. Interviews were conducted in the three countries with 50 policy‐makers, 155 adult education teachers, and 447 adult learners. Policy‐makers and teachers wer interviewed using structured, in‐depth interviews, and students were surveyed twice, at the beginning of the programs in 1988‐89 and 15 months later. Only public programs in adult education, skill upgrading, and literacy training were selected, including Alberta Vocational Centers (AVC) and Community Vocational Colleges (CVC); seven different public programs in Mexico, and Folk‐Development Colleges and adult literacy programs from the Institute of Adult Education in Tanzania. Rural and urban programs were studied in Northern and Central Alberta, in the Federal District (Mexico City) and a rural district outside Mexico City, and in a rural municipality and the urban area of Dar‐Es‐Salaam in Tanzania. Two types of programs were studied in the three research settings: academic upgrading programs (consisting of literacy training and adult basic education) and skill upgrading programs Although this article reports specific research findings for the province of Alberta, it benefits from the findings of the international study and from criticisms and analyses made by members of the international teams. Hence, the authors are grateful to Suleman Sumra and Yosiah Bwatwa from the University of Dar‐Es‐Salaam, Raj Pannu and M. K. Bacchus from the University of Alberta, and Sylvia Schmelkes, Carlos Muñoz Izquierdo and Susan Street from the Center for Educational Research in Mexico, for their many contributions to this research.     

La reconstrucción de cuentos en niños sordos

Resumen

Esta investigación analizó la memoria de materiales significativos en niños sordos profundos de cuatro a doce años. Partiendo del marco conceptual de las gramáticas de la historia se diseñaron gráficas y activas (representación en maquetas) con la estructura de cuentos tradicionales. La variable principal fue la experiencia temprana del lenguaje de signos en los niños sordos. Con un diseño factorial mixto se registraron las respuestas de cuatro grupos de niños (doce de oyentes y doce de sordos) manipulando la longitud, el orden narrativo, el tipo de narración y el modo de presentación de los cuentos. Los grupos de sordos se diferencian por su experiencia en el lenguaje de signos. Los resultados indican una tendencia general favorable a los niños con este tipo de lenguaje. Se analizan las causas posibles de este efecto y se sugieren futuras vías de intervención bimodal con los sordos profundos.     

Team processes, team conflict, team outcomes, and gender: An examination of U.S. and Mexican learning teams

Team learning is growing rapidly in popularity in United States (U.S.) and Mexican universities. This instructional approach consists of using learning teams in which participants are required to work together regularly for a semester period of time and produce evaluated team outcomes. These team outcomes, along with their individual performance, have a significant impact on each individual's final assessment. We compare team processes, team conflict, team outcomes, and gender interaction in Mexican and U.S. student teams. U.S. teams report more team-oriented behavior and more cohesiveness, and Mexican teams report more self-oriented behavior and more conflict. Nationality (United States or Mexico) has a moderating effect on the relationship between gender heterogeneity and cohesiveness and conflict. Suggestions are given for applications and future research.     

Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation

Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties.     

The University of Santo Tomas viewed from the lens of total quality management: Implications to total quality education

Considered as a major management approach for improving organizational performance and competitive advantage, Total Quality Management (TQM) poses a challenge to dynamic institutions to adopt a systemic philosophy that places emphasis on customer needs and a commitment to a culture of excellence. Higher education institutions (HEIs) as learning organizations are expected to respond proactively to this challenge by examining closely how their educational centerpiece operates in an environment of quality. This inquiry aims to determine how the oldest university in Asia implements TQM as regards its Vision, Involvement, Continuous Improvement, Training and Education, Ownership, Reward, Yearning for Success, and Customer Focus (VICTORY-C). Moreover, it documents the best practices of the institution under study, categorized in the light of TQM principles and identifies implications for total quality education.