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Student Body (student + body)
Selected AbstractsChoosing the Student Body: Masculinity, Culture, and the Crisis of Medical School Admissions, 1920,1950HISTORY OF EDUCATION QUARTERLY, Issue 2 2002Charlotte G. Borst First page of article [source] Disciplining the Student Body: Schooling and the Construction of Canadian Children's Bodies, 1930,1960HISTORY OF EDUCATION QUARTERLY, Issue 2 2001Mona Gleason First page of article [source] Learning from Difference: Considerations for Schools as CommunitiesCURRICULUM INQUIRY, Issue 3 2000Carolyn M. Shields In today's highly complex and heterogeneous public schools, the current notion of schools as homogeneous communities with shared beliefs, norms, and alues is inadequate. Drawing on Barth's (1990) question of how to use ifference as a resource, I take up ideas from feminism, multiculturalism, and inclusive education to consider the development of community in schools. I argue that despite the valuable contributions of these theoretical perspectives, each lso includes the potential for increased fragmentation and polarization. As we consider how to use differences as a foundation for community, it is important ot to reify any particular perspective, thus marginalizing others and erecting new barriers. Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference. Among the dominant issues identified in today's climate of turbulent educational reform are concerns about how to restructure schools to ensure equality of student opportunity and excellence of instruction (Elmore, 1990; Lieberman, 1992; Murphy, 1991). Many proposals include modifying present leadership and governance structures, overcoming the hegemony of existing power bases, developing mechanisms for accountability, enhancing professionalism, and co-ordinating community resources. One of the suggestions frequently made to address these issues is to change from a focus on schools as organizations to a recognition of schools as communities (Barth, 1990; Fullan, 1993; Lupart & Webber, 1996; Senge, 1990). However, despite the widespread use of the metaphor of community as an alternative to the generally accepted concept of schools as rational or functional organizations, there seems to be little clarity about the concept of community, what it might look like, how it might be implemented, or what policies might sustain it. Indeed, theories about schools as communities have often drawn from Tönnies (1887/1971) concept of gemeinschaft,a concept which perhaps evokes a more homogeneous and romanticized view of the past than one which could be helpful for improving education in today's dynamic, complex, and heterogeneous context (Beck & Kratzer, 1994; Sergiovanni, 1994a). More recently, several writers (Fine et al., 1997; Furman, 1998; Shields & Seltzer, 1997) have advanced the notion of communities of otherness or difference. These authors have suggested that rather than thinking of schools as communities that exist because of a common affiliation to an established school ethos or tradition, it might be more helpful to explore an alternative concept. A school community founded on difference would be one in which the common centre would not be taken as a given but would be co-constructed from the negotiation of disparate beliefs and values as participants learn to respect, and to listen to, each other. In this concept, bonds among members are not assumed, but forged, and boundaries are not imposed but negotiated. Over the past eight years, as I have visited and worked with a large number of schools trying earnestly to address the needs of their diverse student bodies, I have become increasingly aware of the limitations of the concept of community used in the gemeinschaft sense with its emphasis on shared values, norms, and beliefs, and have begun to reflect on the question framed by Barth (1990): ,How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?' (p. 514). In this article, I consider how learning from three of these areas of difference: gender, race, and ability, may help us to a better understanding of educational community. This article begins with some illustrations and examples from practice, moves to consider how some theoretical perspectives may illuminate them, and concludes with reflections on how the implications of the combined reflections on practice and theory might actually help to reconceptualize and to improve practice. While it draws heavily on questions and impressions which have arisen out of much of my fieldwork, it is not intended to be an empirical paper, but a conceptual one,one which promotes reflection and discussion on the concept of schools as communities of difference. The examples of life in schools taken from longitudinal research studies in which I have been involved demonstrate several common ways in which difference is dealt with in today's schools and some of the problems inherent in these approaches. Some ideas drawn from alternative perspectives then begin to address Barth's question of how to make deliberate use of diversity as a way of thinking about community. Taken together, I hope that these ideas will be helpful in creating what I have elsewhere called ,schools as communities of difference' (Shields & Seltzer, 1997). [source] "It's a Balancing Act!": Exploring School/Work/Family Interface Issues Among Bilingual, Rural Nebraska, Paraprofessional EducatorsFAMILY RELATIONS, Issue 3 2006Rochelle L. Dalla Abstract: Nebraska's rural school districts have a rapidly growing Spanish-speaking student body and few qualified instructors to meet their educational needs. This investigation examined factors that promote and challenge the ability of rural Nebraska paraprofessional educators to complete an online B.S. program in elementary education, with a K-12 English as a second language endorsement. Interviews focused on the interface between school, work, and family, with special attention on family system change and adaptation. Twenty-six bilingual paraprofessional educators enrolled (or formerly enrolled) in the education program were interviewed. Twenty were first- (n= 15) or second-generation (n= 5) immigrant Latino/as. Influences of program involvement on the marital and parent-child relationships are discussed, as are implications for future work with unique populations. [source] Native American Graduate Nursing Students' Learning ExperiencesJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2000Suzanne Steffan Dickerson Purpose: To identify learning experiences of Native American graduate nursing students in a university-based nurse practitioner program. Design: The phenomenological approach of Heideggerian hermeneutics. Method: A purposive sample of 11 Native American graduate students in a nurse practitioner program were given the choice of participating in a focus group or completing an individual interview to elicit common meanings and shared experiences. Findings: Four themes and two constitutive patterns: (a) Native American students' worldviews reflected unwritten knowledge that served as a background of common understanding, (b) academic environment as a rigid environment with only one way to learn and constant evaluation, (c) faculty-student relationship barriers to establishing a supportive learning environment, and (d) strategies to survive, including a commitment to succeed, conforming to unwritten rules, helping each other, and ultimately changing themselves. Constitutive patterns were: (a) value conflicts when students' values conflicted with academic behavioral values, and (b) on the fringe, when students felt isolation from the main student body, and open to attack (evaluation). Students struggled to be successful in their commitment to complete the degree, but often questioned the applicability of the program in their cultural setting. Conclusions: A more flexible supportive environment is needed to support students' goals to attain degrees, as well as to encourage dialogue on differing cultural values. Faculty who teach culturally diverse students may need to examine rigid behavioral standards that mandate an assertive practitioner persona and may be a barrier to attainment of goals. [source] Does choice lead to racially distinctive schools?JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2002Charter schools, household preferences A persistent fear regarding school choice is that it will lead to more racially distinctive schools. A growing number of studies compares choosing households to non-choosing households, but few have examined the possibility that choosers sort themselves out based upon school preferences that are correlated with race and ethnicity. This report addresses this issue by analyzing the responses of 1,006 charter school households in Texas. It first examines the expressed preferences of choosing households, then compares expressed preferences with behavior. A comparison of the characteristics of the traditional public schools that choosers leave with the characteristics of the charter schools they choose indicates that race is a good predictor of the choices that choosing households make. Whites, African Americans, and Latinos transfer into charter schools where their groups comprise between 11 and 14 percentage points more of the student body than the traditional public schools they are leaving. © 2002 by the Association for Public Policy Analysis and Management. [source] Identifying a diverse student body: Selective college admissions and alternative approachesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 118 2007Deborah Bial Ed.D. This chapter explores alternative solutions for selective institutions of higher education to reach beyond their traditional admission measures and identify diverse students who might otherwise not be selected by traditional admission criteria. [source] The Diversity Imperative: Strategies to Address a Diverse Nursing WorkforceNURSING FORUM, Issue 3 2008Joanne Noone PhD TOPIC. There has been a call to action for the need to create a more diverse nursing workforce. PURPOSE. The purpose of this article is to outline and review strategies that schools of nursing education can use to increase the recruitment, retention, and success of a diverse nursing student body. SOURCES OF INFORMATION. A review of the nursing literature was performed using CINAHL and hand-searching references. Abstracts were reviewed and articles included if the topic of the article referred to strategies to increase the diversity of nursing students. CONCLUSIONS. A variety of strategies are being used to address this issue. A multifaceted approach is recommended. [source] College Football and Student Quality: An Advertising Effect or Culture and Tradition?AMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 2 2009Article first published online: 9 APR 200, D. Randall Smith Intercollegiate sports are said to generate positive advertising that produces many benefits to the host school. Donations, applications, and the academic quality of the student body are some of the mission outcomes thought to rise with the fortunes of the football team. The present study tests these claims for three measures of the academic quality of the entering classes on a 12-year panel of the 233 colleges and universities competing at the highest levels of football. Results show clear positive effects attributable to the football program, though those effects are more the result of the football culture and tradition at the school than the on-field performance of the team. Any sports advertising effects of the football program are minimal when compared to the effects of nonathletic institutional characteristics on the quality of students enrolling at the school. [source] Positive Support Strategies for Students with Behavioral Disorders in General Education SettingsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2005Meme Hieneman Although it has been argued that students with behavioral disorders benefit most from placement in general education classrooms, careful and systematic support is required to insure that their placement is successful. In this article, we review supports and interventions provided at multiple levels that together are known as "positive behavior support" (PBS). The levels include school-wide PBS, which involves the full student body; classroom-based PBS, focusing on the individual class as the unit of analysis; and individualized PBS, addressing the individualized needs of specific students. When relatively intense and chronic behavior problems exist, individualized PBS involves the use of functional behavioral assessments and proactive, educative interventions. In this article, we describe each of these levels with reference to the empirical literature and with an emphasis on practical applications. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 779,794, 2005. [source] e-Assessment and the student learning experience: A survey of student perceptions of e-assessmentBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2009John Dermo This paper describes a piece of research carried out at the University of Bradford into student perceptions of e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007,2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e-assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the fairness of item banking. It was also found that the most positive aspect of e-assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied. [source] | ||||||||||||||||