Working an Academically Rigorous,Multicultural Program

In 1997 the California State University Monterey Bay Master of Arts in Education program began accepting students with the explicit intent of offering an academically challenging curriculum that grounds teacher-leaders in multicultural social justice education. By 2003, the program had successfully attracted and graduated a student population that is as racially and ethnically diverse as the state of California. As eight faculty members who designed and implemented this program, writing from a position of “insider knowledge” regarding how it functioned on a day-to-day basis, we show how culturally and linguistically diverse students, many of whom have been underprepared for rigorous academic work, can attain high levels of academic excellence in a challenging and supportive context. In addition, we explore the tensions and realities of doing this work, especially in a state university context that is experiencing decreased funding that jeopardizes programs such as this one. We write so that our work is not forgotten but rather narrates what is possible.     

WITHIN-YEAR PERSISTENCE OF STUDENTS AT TWO-YEAR COLLEGES

Two previous studies have used the National Postsecondary Student Aid Survey ( NPSAS ) to examine the persistence of two-year college students. We used NPSAS:96 and found that tuition had a small negative effect on within-year persistence. Debtload was significant and negatively associated with persistence at low and middle levels of debt, but significant and positively associated with persistence at high levels of debt. We explored the implications of these findings and compared our research to the previous studies. This study used NPSAS:96 to research the persistence of two-year college students. We found that, while background and college experience variables influenced persistence, students were 0.18% less likely to persist for each $100increase intuition, more likely to persist if they received subsidies, and 15.96% more likely to persist for every $1,000 in student loan debt outstanding.     

An Evaluation of two-Year Accounting Programs at Selected Community Colleges

Abstract

In the past, preparation for the accounting profession consisted of either on-the-job training or formal education leading to the acquisition of a baccalaureate degree. In recent years, most practitioners entering the accounting field have graduated from a four-year academic program. The two-year accounting program has developed as an alternative to more traditional educational experience. Further, the literature suggests that there are employment opportunities for these two-year graduates.

The purpose of this study was to determine if the two-year accounting programs offered at Virginia community colleges were relevant in terms of the accounting duties actually performed on the job by graduates of these programs. Specifically, the study was aimed at identifying the skills taught in two-year programs and their relationship to the tasks performed by graduates of these programs.     

Characteristics of an Effective Community College Web Site

This study examined the characteristics of a community college Web site by using focus groups and questionnaires with currently enrolled students. Consistent with other studies, organization and content are highly valued. Unlike previous studies, however, many participants did not utilize the Web at all in their application process. This study concludes with implications for practice and recommendations based on the findings.     

SERVING STUDENT NEEDS THROUGH WRITING CENTERS

Many community colleges have writing centers to help students develop their writing skills because the ability to communicate ideas clearly and accurately is essential for college success. Writing centers are staffed by faculty members, paraprofessionals, and peer tutors who assist students with planning, drafting, and revising essays and research projects. Many centers also offer computer programs and word processing as writing tools. These findings resulted from a study of 13 writing centers in community colleges belonging to the League for Innovation in the Community College. We used a questionnaire to collect data on the design and operation of each center. Although many similarities exist, each campus has modified such features as staffing, hours, and services to meet the needs of its student body. Usage rates indicate that students need and seek out services that can help them achieve academic success.     

Integrating Learning Communities into Study Abroad

Integrating Learning Communities into Study Abroad, piloted in Russia, was a joint effort including students, faculty, and community leaders. Participants researched business practices and studied the humanities of Russia in different cities. Future learning communities will focus on business and humanities in Italy, Hungary, and Greece.     

Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?

What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and/or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student–teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended.     

Effects of Supplemental Early Reading Intervention at 2-Year Follow Up: Reading Skill Growth Patterns and Predictors

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals through the end of 3rd grade. Growth model results indicate that students continued to benefit from 1st-grade intervention through the end of 3rd grade, with average performance near 50th percentile on decoding and reading fluency, near 40th percentile on word reading and comprehension, and near 30th percentile on spelling. Without exception, both receptive language and rapid automatized naming uniquely predicted 3rd-grade outcomes. Of the students remaining in study in fall of 2nd grade, a subgroup selected by their teachers received additional supplemental instruction. Students referred for added intervention continued to perform significantly lower than those more readily remediated with 1st-grade intervention alone.     

Bringing web‐enhanced courses to communities of learners in early childhood teacher education

Abstract

In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices.