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Article
Publication date: 30 September 2021

Leslie Villegas

As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the…

179

Abstract

As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the appropriate policies and practices in place to provide equitable accountability for migrant students. Specifically, domestic governments should work to ensure immigrant students who are not yet proficient in the host country's language are being systematically identified and provided the language supports necessary to engage in their education.

Over the past two decades, the US has been able to hone its approach to educating immigrant children. Drawing from this experience, this brief will show how the federal government has used education policy to increase access and accountability for immigrant children enrolled in US schools. Specifically, this brief will highlight the policies the US has adopted to facilitate uniform and objective procedures in how schools:

  • identify immigrant students with linguistic needs upon enrollment;

  • assess their language skills upon enrollment to create a baseline; and

  • systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

identify immigrant students with linguistic needs upon enrollment;

assess their language skills upon enrollment to create a baseline; and

systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

By highlighting these practices and policies, this brief will show key steps other domestic governments can take to increase the visibility of and accountability over the education of migrant children by ensuring their linguistic needs are proactively addressed.

Details

Emerald Open Research, vol. 1 no. 13
Type: Research Article
ISSN: 2631-3952

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Book part
Publication date: 4 April 2013

Leslie T. Fenwick and Chike Akua

African American male teachers are the nation’s most academically credentialed and professionally experienced teachers. Though less than 2 percent of the nation’s teachers are…

Abstract

African American male teachers are the nation’s most academically credentialed and professionally experienced teachers. Though less than 2 percent of the nation’s teachers are African American males, these teachers are more likely than their White male and female peers to hold a master’s or doctorate degree. Additionally, African American male teachers who become principals assume the position with more years of experience as a PK-12 classroom teacher than their White peers. And, those who leave the principalship to become superintendents have more years of experience as a PK-12 principal than similarly situated White peers. Why, then, are African American males underrepresented in critical school district policy and leadership posts such as the principalship and superintendency while lesser credentialed and experienced White males hold these posts in percentages that exceed their representation in the teacher workforce? This chapter reviews data about African American male teachers and the school leadership pipeline and proposes a series of policy recommendations to increase representation of African American males in the PK-12 teacher and school leadership workforces.

Details

Black Male Teachers
Type: Book
ISBN: 978-1-78190-622-4

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Article
Publication date: 27 March 2009

Rachael Whitfield

74

Abstract

Details

Reference Reviews, vol. 23 no. 3
Type: Research Article
ISSN: 0950-4125

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Book part
Publication date: 18 December 2016

Juliette M. Iacovino and Sherman A. James

Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas…

Abstract

Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas two-thirds of high school graduates attend college, fewer than half graduate. The likelihood of graduation decreases even more for Black, Latino, American Indian, and low-income students, who have a 12–15% lower chance of earning their degree. The importance of psychosocial adjustment to student persistence has received relatively less attention than academic and social integration. Racial/ethnic minority students face unique challenges to psychosocial adjustment in college, including prejudice and discrimination, unwelcoming campus environments, underrepresentation, and a lack of culturally appropriate counseling resources. The current chapter will discuss the impact of these challenges on the persistence, academic success, and health of racial/ethnic minority students, and strategies that universities can employ to create inclusive policies, resources and campus environments that empower students of color and maximize their success.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

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Article
Publication date: 8 July 2021

Grace Inae Blum, Keith Reyes and Eric Hougan

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large…

179

Abstract

Purpose

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

Design/methodology/approach

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

Findings

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

Originality/value

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Details

Journal for Multicultural Education, vol. 15 no. 3
Type: Research Article
ISSN: 2053-535X

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Available. Content available
Book part
Publication date: 4 February 2013

Abstract

Details

Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices
Type: Book
ISBN: 978-1-78190-499-2

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Article
Publication date: 13 June 2016

Casey P. Mainsbridge, Dean Cooley, Sharon P Fraser and Scott J Pedersen

The purpose of this paper is to investigate the effectiveness of a workplace intervention designed to interrupt prolonged occupational sitting time (POST) and its impact on the…

1281

Abstract

Purpose

The purpose of this paper is to investigate the effectiveness of a workplace intervention designed to interrupt prolonged occupational sitting time (POST) and its impact on the self-reported health of a cohort of desk-based employees.

Design/methodology/approach

In total, 43 participants received an interactive computer-based software intervention for 26 weeks. For the first 13 weeks the intervention passively prompted the participants to interrupt POST and perform brief bouts of non-purposeful movement. The second 13 weeks involved the passivity of the intervention being removed, with the intervention only accessible voluntarily by the participant. This approach was adopted to determine the sustainability of the intervention to change workplace health behaviour.

Findings

ANOVA results revealed a significant interaction between group and test occasion, F(2, 42)=2.79, p < 0.05, such that the experimental group increased their total health from pre-test to post-test (13 weeks), and to second post-test (26 weeks) with a medium effect size of Cohen’s d=0.37.

Research limitations/implications

An action research approach was implemented for this study, and hence the participants were organised into one group. Based on a communitarian model, the intervention aimed to monitor how desk-based employees adapted to specific health behaviours, and therefore a control group was not included.

Practical implications

Passively prompting desk-based employees to interrupt POST and perform non-purposeful movement at work improved self-reported health. Participant perceptions of health were maintained following the removal of the passive feature of the intervention.

Social implications

Interventions predicated on a social ecological model that modify how employees interact with the workplace environment might provide a framework for health behaviour change in populations where sitting is customary.

Originality/value

The passive approach used in this study removed the individual decision-making process to engage in health behaviour change, and established a sustainable effect on participant health.

Details

International Journal of Workplace Health Management, vol. 9 no. 2
Type: Research Article
ISSN: 1753-8351

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Article
Publication date: 1 June 2020

Sanghak Lee and Young Ik Suh

This study aims to examine the influence of a sports-related accident and its severity on sponsorship effects, including brand recognition, attitude toward the sponsoring brand…

691

Abstract

Purpose

This study aims to examine the influence of a sports-related accident and its severity on sponsorship effects, including brand recognition, attitude toward the sponsoring brand and purchase intention.

Design/methodology/approach

The fear appeal theory and sensation-seeking are applied as a theoretical framework. The research is carried out via an experiment using auto racing video footage and print material that manipulates the severity of accidents at three levels – no accident, an accident with a minor injury and an accident resulting in a fatality.

Findings

The analyses demonstrate that the severity of the accident elicits varying sponsorship effects. Sponsorship effects are maximized in a minor injury condition, while smaller sponsorship effects are garnered in the absence of an accident or during fatal injury conditions, as expected via the fear appeal theory. These results suggest that sports fans are excited by auto racing crashes, but are averse to witnessing a fatal accident.

Research limitations/implications

The participants of the experiment were all students. Consequently, the participants did not represent all sports fans. Only auto racing was examined as experiment stimuli. Different demographic characteristics (e.g. age, race, nationality) and sports could differently influence the relationships among the research variables.

Practical implications

Potential sponsors do not need to take a negative view of the dangers of sports accidents. Rather, it is recommended that such companies actively plan their sponsorship activities with the appropriate strategy.

Originality/value

The relationship between the severity of a sports-related accident and sponsorship effects has received little attention regarding its potential impact on brand recognition, attitude toward the sponsoring brand and purchase intention. The current study is the first known empirical research using the fear appeal theory in sports sponsorship. It investigates the severity of a sports-related accident and determines how that severity influences sponsorship effects in auto racing. This study provides a better understanding of the effects of an accident and its severity on sponsorship effects.

Details

International Journal of Sports Marketing and Sponsorship, vol. 22 no. 2
Type: Research Article
ISSN: 1464-6668

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Book part
Publication date: 21 July 2011

Jon S.T. Quah

In his March 1986 article in Newsweek, Russell Watson exposed “Queen Imelda” Marcos's life of indulgence as the Philippines' First Lady in the opening paragraph:Three thousand…

Abstract

In his March 1986 article in Newsweek, Russell Watson exposed “Queen Imelda” Marcos's life of indulgence as the Philippines' First Lady in the opening paragraph:Three thousand pairs of shoes, size eight and a half. Five shelves of unused Gucci handbags, still stuffed with paper, price tags still attached. Five hundred bras, mostly black, and a trunk full of girdles, 40 and 42 inches around the hips. Huge bottles of perfume, vats of Christian Dior wrinkle cream, a walk-in-safe littered with dozens of empty jewelry cases. When the palace of Ferdinand and Imelda Marcos was opened to the public as a museum last week, foreigners and Filipinos alike gawked at what the former First Lady had left behind. “It was the worst case of conspicuous consumption I have ever seen,” said an American visitor, Rep. Stephen Solarz. “Compared to her, Marie Antoinette was a bag lady.” (Watson, 1986, p. 14)

Details

Curbing Corruption in Asian Countries: An Impossible Dream?
Type: Book
ISBN: 978-0-85724-819-0

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Article
Publication date: 26 October 2021

Hayley Weddle, Mariko Yoshisato and Megan Hopkins

Although schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students classified as…

254

Abstract

Purpose

Although schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students classified as English learners (ELs), especially at the secondary level. Acknowledging the importance of developing systems of support for teachers of ELs, this paper examines the district- and school-level factors shaping secondary teachers' access to EL-focused professional learning in one large urban school district.

Design/methodology/approach

To examine teachers' access to EL-focused professional learning, the authors draw on 49 in-depth interviews with district leaders and staff from nine secondary schools. Data analysis was guided by a structure, culture and agency theoretical framework.

Findings

Findings revealed that decreased structural support, in terms of both fiscal and human resources, constrained teachers' access to EL-related professional learning. Further, the district culture was characterized by limited understanding of ELs' backgrounds and assets. While some school leaders exercised agency to bolster EL-focused professional learning for teachers, such supports were rare.

Practical implications

Findings help to contextualize secondary teachers' feelings of unpreparedness to serve ELs, illuminating several factors that district and school leaders should attend to in order to bolster the development of professional capital for teachers of ELs at the secondary level.

Originality/value

While prior research outlines the importance of designing systems of support for EL-focused professional learning, this study highlights specific structural and cultural factors shaping such systems.

Details

Journal of Professional Capital and Community, vol. 7 no. 2
Type: Research Article
ISSN: 2056-9548

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