Browsing by Author "School of Education"

Now showing 1 - 10 of 104
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    Access or Barrier? Tuition and Fee Legislation for Undocumented Students across the States
    (Taylor & Francis, 2014) Nguyễn, David Hòa Khoa; Serna, Gabriel R.; School of Education
    States have responded in a variety of ways to undocumented immigration and its implications for higher education. Some states have allowed undocumented students to seek an affordable college education while others have created barriers. This article highlights the piecemeal legislation that the states have passed in order to respond to the needs of undocumented students; namely, policies allowing undocumented students in-state resident tuition. It also considers the policy impacts on undocumented students and the institutions and faculty that serve them.
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    Addressing Gender Disparity Through International Higher Education: Use of Contextually Appropriate Global Policy Framework
    (OJED, 2023-11-12) Soetan, Taiwo O.; Nguyen, David Hoa Khoa; School of Education
    This article examines the globally important topic of gender disparity in higher education and how to, contextually address it by formulating and implementing an appropriate globally-recognized policy framework. Although gender equality is one of the seven Sustainable Development Goals of the United Nations, it is a known fact that globally, there is gender disparity that systemically limits or curtails the progress of the girl-child or women either in terms of their educational attainments or professional development. Several countries and international agencies continue to commit to eradicating gender disparity in their countries in particular and in the world in general. In spite of the efforts of the United Nations and international agencies, there is still a long way to go in achieving gender parity. This paper looks at the attainment of gender parity through the use of higher education to bring about a contextually appropriate framework that is global in its operation and implementation in the effort to eliminate gender disparity. This is an attempt to unleash the potential of marginalized people, particularly women, who have been curtailed for several decades because of their gender for the overall good of our global world.
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    The Affordances and Challenges of Enacting Culturally Relevant STEM Pedagogy
    (Routledge, 2020) Magee, Paula A.; Willey, Craig; Ceran, Esra; Price, Jeremy F.; Cervantes, Javier Barrera; School of Education
    In this chapter, the current literature base involving the use of culturally relevant pedagogy (CRP) in elementary STEM classroom settings is reviewed. The review reveals three main categories of how CRP is used in classrooms. These categories are: student engagement and outcomes (SEO), instructional practices and dispositions (IPD), and curricular materials (CM). In the chapter, each of these categories is explained and practical examples are described. Finally, reflections on why some components of CRP, as revealed from the literature review, are enacted more or less frequently are discussed.
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    Agency, identity, power: An agentive triad model for teacher action
    (Taylor & Francis, 2021) Sherman, Brandon; Teemant, Annela; School of Education
    Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutional roles, authority, and institutional action, producing (or not producing) authentic action. This model draws a distinction between agency and power, and highlights dynamics of equilibrium and discord that may emerge between who teachers are and what they do. The agentive triad model serves as a theoretical tool for guiding or supporting teacher growth and agentive action, and for understanding the dynamics between institutionally legitimized roles and teacher identities.
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    Assessing Global Learning Outcomes
    (Wiley, 2017-05) Pike, Gary R.; School of Education
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    The Attack on Critical Race Theory and Higher Education: A Legal Analysis of the Impact of State Action on Faculty Free Speech
    (Peter Lang, 2022) Iftikar, Jon S.; Nguyễn, David Hòa Khoa; Byers, Tevin; School of Education
    In this article, the authors review proposed and passed state legislation that aim to ban Critical Race Theory and other social justice content from public higher education institutions. Using the law as the theoretical framework and legal analysis as the methodology, the authors examine these state actions, focusing on implications for higher education faculty speech and academic freedom. The authors discuss the history and current state of the law in the areas of free speech and academic freedom, including U.S. Supreme Court and other federal courts of appeal cases on how free speech in scholarship and teaching have been viewed. They also briefly discuss the legislation that states have proposed or passed which ban Critical Race Theory in higher education institutions, and end by discussing the implications such bans have on faculty free speech in scholarship and teaching. Overall, the authors detail the ways that these laws have a chilling and limiting effect on faculty speech, which in turn, have important consequences for students, institutions, and society as well.
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    Book Review: African-Centered Education: Theory and Practice
    (Sage, 2021-06) Kazembe, Lasana D.; School of Education
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    Book Review: Neoliberalism's War on Higher Education
    (Columbia University, 2019-10) Silverman, Elena H.; Nguyễn, David; School of Education
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    Burden's on U! The Impact of the Fisher v. University of Texas at Austin Decision on K–16 Admissions Policies
    (Taylor & Francis, 2014) Nguyễn, David Hòa Khoa; School of Education
    Using race as a factor in admissions policies was contested in Fisher v. University of Texas at Austin. Although the U.S. Supreme Court firmly held in Grutter v. Bollinger that race can be considered among many factors in admitting students, the recent decision in Fisher has posed many questions and challenges for institutions of higher education. It is clear that the Supreme Court has made it more challenging for institutions to advance institutional diversity. This article examines the ruling in Fisher and how it impacts admissions in K–16 education.
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    Can home schooling make kids more politically tolerant?
    (The Conversation US, Inc., 2014-04-01) Kunzman, Robert; School of Education