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Articles 1 - 18 of 18
Full-Text Articles in Entire DC Network
What Is A Learning Ecosystem?, 21cleo Research Team
What Is A Learning Ecosystem?, 21cleo Research Team
21CLEO Research Project Blog Posts
During the past year, we've come to realize that the term learning ecosystem is widely used, but not usually defined or widely understood. Rather than taking the term for granted, we crafted this blog post to
• explore the origins of the term,
• discuss what it has come to mean, and its limitations
• explain how and why we are using the term in our study despite its limitations.
A Profile Of Sophomore Inquiry Students Fall 2019, Portland State University. University Studies Program
A Profile Of Sophomore Inquiry Students Fall 2019, Portland State University. University Studies Program
University Studies Assessment Research
No abstract provided.
Barriers To Learning, Part 2, 21cleo Research Team
Barriers To Learning, Part 2, 21cleo Research Team
21CLEO Research Project Blog Posts
In this post we write about the dispositional barriers adult learners face, as well as how important perseverance and a positive mindset are when learning and changing one's career trajectory.
Insights From Alumni: A Grounded Theory Study Of A Graduate Program In Sustainability Leadership, Heather Burns, Megan Schneider
Insights From Alumni: A Grounded Theory Study Of A Graduate Program In Sustainability Leadership, Heather Burns, Megan Schneider
Educational Leadership and Policy Faculty Publications and Presentations
This grounded theory action research study examines the impact of a graduate sustainability leadership program through the lens of its alumni. The study reveals elements of the leadership program that had the most impact on the lives and careers of its alumni, as well as suggestions for how the program could better prepare students in the future. This study finds that impactful sustainability leadership programs might incorporate opportunities for: paradigm and perspective shifts; a culture of support and care; holistic personal growth and development; experiential community-based learning opportunities; and leadership tools and skills that students can practice and use. This …
Barriers To Learning, Part L, 21cleo Research Team
Barriers To Learning, Part L, 21cleo Research Team
21CLEO Research Project Blog Posts
This blog post is the first in a two-part series that focuses on barriers to learner participation and persistence in employersupported educational opportunities. In this framing of past research and reports, the 21 CLEO Research team draws on Margaret Patterson's categories of learning and persistence barriers as an analytic lens to situate literature reviewed in our landscape scan.
Defining Employer Supported Learning Opportunities, 21cleo Research Team
Defining Employer Supported Learning Opportunities, 21cleo Research Team
21CLEO Research Project Blog Posts
The 21st Century Learning Ecosystem Opportunities (21Cleo) research team has been hard at work! In our last two blog posts, we reported on a field review of learning opportunities from a process perspective (how we chose the literature we reviewed) and from a product perspective (what we are learning from this literature).
Learning Opportunities Available To Frontline Workers, 21cleo Research Team
Learning Opportunities Available To Frontline Workers, 21cleo Research Team
21CLEO Research Project Blog Posts
In our efforts to better understand the characteristics of learning opportunities available to frontline service workers, we've undertaken a comprehensive review of the work that has been published and distributed in the field. In our last post, we shared that we've collected and reviewed over 50 reports and publications from a variety of sources. This post focuses on our initial findings and insights from this review.
21cleo Research Team Introduces Early Work At Coabe, 21cleo Research Team
21cleo Research Team Introduces Early Work At Coabe, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.05
21cleo Field Literature Review Process, 21cleo Research Team
21cleo Field Literature Review Process, 21cleo Research Team
21CLEO Research Project Blog Posts
The 21st Century Learning Ecosystems Opportunities (21 CLEO) project has embarked on a review of research that describes educational opportunities offered to frontline workers. Throughout the course of this review process, the project has been creating a list and description of the different types of opportunities offered. This field review will help us get a clearer picture of types of learning available and the range as well as their educational reach.
21cleo Research: Paving The Way Forward, Gloria Jacobs, Jill Castek
21cleo Research: Paving The Way Forward, Gloria Jacobs, Jill Castek
21CLEO Research Project Blog Posts
The exciting research into the 21st Century Learning Ecosystems Opportunities (21CLEO) project has begun. We have developed our initial set of data collection tools and protocols to examine front-line service workers' perspectives and experiences with employer provided education.
Building A Culture Of Inquiry: 1st Century Learningecosystem Opportunities Project, 21cleo Research Team
Building A Culture Of Inquiry: 1st Century Learningecosystem Opportunities Project, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.02
Introducing The 21cleo Project, 21cleo Research Team
Introducing The 21cleo Project, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.01
Community-Engaged Teaching: Lessons From A Participatory History Project, Amie Thurber, Sarah V. Suiter
Community-Engaged Teaching: Lessons From A Participatory History Project, Amie Thurber, Sarah V. Suiter
School of Social Work Faculty Publications and Presentations
How can we create opportunities for students to gain experience in community-engaged scholarship that truly benefits the community given the constraints of the academic calendar, students’ varied capacity to develop reciprocal and responsive community relationships, and the tendency for community-engaged research to instrumentalize community partners in service to academic deliverables? This paper explores one attempt to meet this challenge: an experimental graduate course in community development that linked course content to a participatory history project. Designed as a Scholarship of Teaching and Learning (SoTL) study, instructors studied the instructional process as well as outcomes for students and community partners. We …
A Profile Of Freshman Inquiry Students Fall 2019, Portland State University. University Studies Program, Rowanna L. Carpenter
A Profile Of Freshman Inquiry Students Fall 2019, Portland State University. University Studies Program, Rowanna L. Carpenter
University Studies Assessment Research
In order to better understand the students who enroll in Freshman Inquiry (FRINQ) courses and identify areas where they may need support, University Studies (UNST) began collecting and compiling data on these students. This report presents a profile of FRINQ students from Fall 2019. It presents an overview of all students enrolled in FRINQ during Fall 2019 and then summarizes information from the Prior Learning Survey. It is organized around three areas that contribute to student success: academic preparation and concern; financial and physical wellbeing; and connectedness to campus.
The Relationship Between A University-Based Mentorship Program And First-Year Teachers’ Performance, Alicia C. Stapp, Laura F. Prior, Catherine Harmon
The Relationship Between A University-Based Mentorship Program And First-Year Teachers’ Performance, Alicia C. Stapp, Laura F. Prior, Catherine Harmon
Northwest Journal of Teacher Education
Teacher attrition affects both the stability and quality of schools. Nearly 24% of teachers leave after one year, 33% leave after three years, and 40-50% leave within their first five years (Geiger & Pivovarova, 2018). Effective mentorship programs can effectively assist teachers in overcoming the challenges that lead to resignation. This study implemented a teacher mentorship program where the mentor was a teacher educator who had worked with the mentees in their undergraduate program. Utilizing a qualitative approach, the study examined first-year teachers’ performance through monthly field observations, interviews, and self-reflections. Themes emerged that are critical to a first-year teacher’s …
Administrators' Insights Into The Preparation And Performance Of New Teachers, Sarah J. Kaka, Jennifer A. Tygret
Administrators' Insights Into The Preparation And Performance Of New Teachers, Sarah J. Kaka, Jennifer A. Tygret
Northwest Journal of Teacher Education
There are few studies that focus on the perceptions and experiences of school administrators toward new teachers; however, understanding of both are required for accreditation. Furthermore, the school administrators’ perceptions of the training, as well as teachers’ performance and impact on student learning during their first years of teaching is vital to determine how new teachers are performing in the classroom. This case study explored these perceptions and three main themes emerged: Indicators of New Teacher Effectiveness, Evidence of Impact on Student Learning, and Identified Areas for Growth. Insight for understanding ways to improve teacher preparation are included.
University Studies Annual Assessment 2018-2019, Portland State University. University Studies Program, Rowanna L. Carpenter, J. R. Estes, Seanna M. Kerrigan, Annie Knepler, Dana Lundell, Michael Lupro, Zapoura Newton-Calvert, Vicki Reitenauer
University Studies Annual Assessment 2018-2019, Portland State University. University Studies Program, Rowanna L. Carpenter, J. R. Estes, Seanna M. Kerrigan, Annie Knepler, Dana Lundell, Michael Lupro, Zapoura Newton-Calvert, Vicki Reitenauer
University Studies Annual Assessment Reports
Annual in-depth examination and assessment of Portland State University's general education model, the University Studies Program. The tools and methods used to assess student learning are faculty driven and developed.
Building The Case For Culturally Specific P-3 Strategies In Oregon: Listening To Voices From The Field, Callie H. Lambarth, Amanda Cross-Hemmer, Lorelei Mitchell, Beth L. Green, Kate Normand
Building The Case For Culturally Specific P-3 Strategies In Oregon: Listening To Voices From The Field, Callie H. Lambarth, Amanda Cross-Hemmer, Lorelei Mitchell, Beth L. Green, Kate Normand
Early Childhood
Oregon’s early learning and K-12 systems require transformative changes to address racial disparities in school readiness and success. Prenatal-through-Grade-3 (P-3) initiatives are an innovative way to align, strengthen and expand supports for this goal.
Culturally specific organizations (CSOs) are uniquely poised and expertly prepared to meet the needs of communities of color while helping Oregon achieve its goals for reducing disparities in kindergarten readiness and other educational outcomes.
The proposed Early Childhood Equity Fund, which is included in the governor’s recommended 2019 budget, would move Oregon closer to eliminating the opportunity gap in kindergarten readiness and school success by investing …