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Item Academic Freedom and University Autonomy: A comparative analysis of the Turkish higher education system(2011-03-10) Norris, Kristin E.The article provides an overview of the faculty profession in less developed countries including academic appointments and the tenure system, discusses issues related to academic freedom and autonomy of work, then discusses the influence of these factors in the Turkish higher education system.Item 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 EducationStates 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.Item 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 EducationIn 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.Item African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences(Springer, 2013-01) Noble, Richard, III; Hill Morton, CrystalThis study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2–3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students.Item Agency, identity, power: An agentive triad model for teacher action(Taylor & Francis, 2021) Sherman, Brandon; Teemant, Annela; School of EducationTeacher 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.Item The Anthropocene as we know it: Posthumanism, science education and scientific literacy as a path to sustainability(2021) Jeong, Sophia; Sherman, Brandon; Tippins, DeborahAs products of the Anthropocene, the epoch of human ecological impact, models of environmental and social sustainability have been rooted in humanism, centering human agency and taking humanity as the prime reference point in understanding the world. Discourses around sustainability pose questions of how we are trying to sustain our world and our central place in it. With these questions in mind, we examine the role of science education for sustainability and as a tool for enacting societal change and interacting with the world responsibly. Science education is particularly concerned with helping learners cultivate tools and develop scientific literacy for understanding and interacting with the world. This is key to the ability of current and future generations to meet the challenge of building and maintaining a sustainable world. Yet, these tools are rooted in anthropocentric and Western ways of understanding our relationships with and in the world, which maintains myths such as the neutrality of digital technology or linear forms of progress. We turn to posthuman perspectives to consider an alternative onto-epistemological stance that decenters human agency and foregrounds the co-constitutive and intra-active nature of the world. We argue that scientific literacy and science education for sustainability can act as channels for our species to move beyond ecological sustainability to an understanding of humanity's entanglement with the world. Life in all its forms, from micro to macro is about relationships with cultural and natural ecologies. Any changes in these relationships can lead to the sustaining, altering, or threatening of these ecologies. In light of this recognition, we explore the implications of posthumanist thought for science education and literacy as learners seek a more sustainable world and a more harmonious place for humanity within it.Item An application and evaluation of a model of student attrition using freshmen at a public urban commuter university(1983-08) Metzner, Barbara Stone; Butler, Raymond S.; McKenzie, Leon; Bean, JohnAlthough college student attrition has been investigated for many decades, this phenomenon has recently assumed greater importance to faculty, administrators, and statewide planners who are concerned with the future of their higher education institutions in the remainder of this century. Because of a decrease in the size of the traditional student age cohort, college enrollments are predicted to decline until at least 1997 (Carnegie Council, 1980). Institutions, currently experiencing a difficult economic situation resulting from a decade of high inflation and decreased federal funding, may also incur a loss of income from a reduction in student enrollment (Mortimer & Tierney, 1978). This additional decrement in revenue may seriously erode the quality and breadth of academic programs and even threaten the survival of many institutions.Item Asking the Right Questions: Stumbling Through Contemplative Pedagogies in Research(2019) Price, Jeremy F.; Manlove, Joshua; Carr, K.; Siddeeq, KhadijahThis handout is based on a research project in which suburban US middle school teachers in a rapidly diversifying predominantly white and Christian community are introduced to contemplative pedagogies and practices to explore a sense of self and to grapple with issues of race, religion, and identity. These teachers are not "early adopters" of contemplative pedagogies and practices, and we found they moved back-and-forth between engaging in avoidance strategies and critique and criticism of the contemplative readings, practices, and activities to circumvent difficult discussions around identities. We provide insight into what this means for working and engaging with individuals who are not predisposed to contemplative work. We share how we worked through collective frustration and disappointment with the teachers sidestepping important conversations and learned to ask the right questions to sustain our well-being and to deeply explore issues related to justice, inclusion, and respectful dialogue and actions.Item Assessing Global Learning Outcomes(Wiley, 2017-05) Pike, Gary R.; School of EducationItem 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 EducationIn 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.