Work Values of Community College Students

Evaluation often is seen as one of the critical issues facing the two‐year college. This is true in the sense that evaluation is not used as frequently as it should be to aid in making major decisions, but this perspective can exaggerate the intrinsic importance of the field to schools. It is more profitable to view evaluation as a tool for studying other issues. Needs assessment, implementation evaluation, formative evaluation, and summative evaluation constitute the major types of evaluation for making decisions. Each type suggests the general categories of information that must be collected, analyzed, and interpreted, as illustrated by the example of staff development at a two‐year college. Together, the four types, the categories of information and the order in which the types of evaluation occur form a general model of evaluation. Diverse methods for carrying out each type have been developed that permit selection of one appropriate to most situations that may be encountered.     

‘What's next for masculinity?’ Reflexive directions for theory and research on masculinity and education

Research on masculinity has become an important area of gender and education that includes a wide range of empirical concerns and theoretical approaches. This article identifies a number of studies that are asking questions about the conceptual usefulness of masculinity within educational contexts. The first section explores how educational researchers are beginning to suggest alternative ways that hegemonic masculinity may be configured. The second section draws upon work that interrogates the disconnection of gender from sex. Such work considers the importance of understanding schooling worlds through an untethering of gender categories from physical bodies. The third section suggests the possibility of a post-masculinity position by exploring research that questions the viability of masculinity as a conceptual frame to understand gender. In conclusion, the paper argues that such developments can be used heuristically to inform the critical reflexiveness of future research in the area.     

The Scheme Game: How DACA Recipients Navigate Barriers to Higher Education

College-bound recipients of DACA—a 2012?US administrative policy officially titled Consideration for Deferred Action for Childhood Arrivals—face a series of administrative and financial barriers in pursuing postsecondary education. These barriers often include a complicated process for in-state tuition consideration, as well as exclusion from the majority of educational subsidies. This research sheds new light on DACA students’ own understanding of their financial exclusions and the often ingenious methods they use to finance higher education. The research employs critical race theory/LatCrit frameworks to examine the structural systems of exclusion within educational policies and the corresponding measures taken by DACA recipient students in Ohio to overcome them. Participants’ testimonios highlight their own resilience in the face of multiple obstacles, dispel notions of meritocracy in higher education, and educate institutional agents about funding inequities in an effort to rectify them. This work finds, in response to the barriers they face, many DACA recipients in Ohio find a variety of unconventional ways to navigate a complex admissions process and secure a means of paying entirely out of pocket for their tuition. Participants in this longitudinal, qualitative research refer to these navigational strategies as participating in “the scheme game.” The scheme game consists of 3 overlapping practices: “grindin’,” “hustlin’,” and “schemin’.” Rooted in hip-hop, these terms originally refer to the ways Black, Brown, and immigrant communities navigate the barriers of a formal economy and participate in an informal economy to financially sustain themselves. Additionally, the research introduces the scheme game as a new epistemological perspective from which to understand the measures some DACA students take to afford a higher education.     

Serious game‐based and nongame‐based online courses: Learning experiences and outcomes

When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course.     

The World Trade Center Attacks and Post-Traumatic Stress Disorder

Reflective decision making is an important component in a teacher's professional expertise, and aptness for integrating it into professional practice can be nurtured in most teachers. This article uses vignettes from student teachers’ journals to describe four modes of thinking that can provide a useful framework for fostering growth in novice and veteran teachers’ conceptualization of reflective decision making and the ability to incorporate it into their repertoire of professional competencies.     

Intrinsic Motivation and Environmental Factors Affecting Research of Social Work Faculty on Aging

Within the context of Self-determination Theory, this research identifies intrinsic motivation and environmental factors that support social-work-faculty research in aging. Intrinsic factors include faculty's interest in gerontology as a field of practice, the desire to advance knowledge in the field of gerontology, including producing publications that disseminate information about their research, and the desire to make tenure and/or to advance their careers. Environmental factors include institutional supports such as release time to do research, reduced teaching loads, summer research support. Also included are mentoring relationships that complement the faculty's intrinsic motivation and create an environment supportive of research, grant writing, and publishing. Faculty motivation to work in the field of gerontology and institutional support for gerontological research are critical to sustain and expand the capacity of social work faculty to advance science in gerontology research. Such motivation is also needed to create vibrant academic environments that attract students at all levels into the field of gerontology, a field experiencing a rapidly expanding gap between service need and workforce capacity of social-work-faculty research in aging.     

埃迪·雷德梅尼:一直在路上

略显苍白的面容,偏厚的嘴唇,脸上布满了细小的雀斑,埃迪·雷德梅尼的长相说不上英俊帅气,但是在他过硬的演技和独特气质的衬托下,这些特点反而成就了他的独特魅力。凭借在《万物理论》中的出色表演,埃迪·雷德梅尼横扫奥斯卡、金球奖和美国演员工会奖等多项大奖,年纪轻羟便斩获影帝头衔。然而,看过《万物理论》的人都不会对这个结果感到诧异,埃迪·雷德梅尼在其中的表现实在可圈可点,就连霍金本人及其前妻简·怀尔德都给予了极高的评价。俗话说得好,台上一分钟,台下十年功。为了演好霍金这个角色,埃迪·雷德梅尼付出了许多心力,就让我们来看看     

COPING WITH FREEDOM AND UNCERTAINTY: PUBLIC OPINION IN HUNGARY, POLAND, AND CZECHOSLOVAKIA 1989-1992

For the first time in more than four decades, Central and EastEuropeans can openly voice their opinion about everything fromthe price of bread to the performance of the government. Publicopinion has become a dynamic factor in the decision-making processof the new governments of Hungary, Poland, and Czechoslovakiaand will play an important role in determining what kind ofpost-communist societies develop in these countries. In an effortto explore public sentiment about what kind of society theywant to develop, we analyze results from 14 nationwide, representativepublic opinion polls commissioned by the United States InformationAgency's Office of Research between June 1989 and January 1992in Hungary, Czechoslovakia, and Poland. After tracing trendsin public opinion over this period, we look at some aspectsof the political culture in these countries. We then reporton our preliminary attempts to understand the determinants ofindividual preferences for either a society that emphasizesindividual freedom and responsibility (‘individual opportunities’society) or one in which the state assumes responsibility forassuring public welfare (‘state guarantees’ society).