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Educational Administration and Supervision
Educational Policy Studies and Evaluation Faculty Publications
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Articles 1 - 6 of 6
Full-Text Articles in Education
Advising Experiences Of First Year International Doctoral Students, Nina Marijanović, Jungmin Lee, Thomas W. Teague Jr., Sheryl F. Means
Advising Experiences Of First Year International Doctoral Students, Nina Marijanović, Jungmin Lee, Thomas W. Teague Jr., Sheryl F. Means
Educational Policy Studies and Evaluation Faculty Publications
The purpose of this qualitative study was to understand how international doctoral students were matched with their faculty advisors and how their advising experiences and satisfaction were shaped by their academic discipline. We applied the lens of developmental advising to situate the advising experiences of our sample because of the framework’s emphasis on holistic support and student development. We conducted individual semistructured interviews with 21 international doctoral students attending a large research-intensive university in the Southeast. Most participants were assigned to an interim advisor, but the data revealed concerning differences in the type of advising experiences and support based on …
Making A Tough Choice: Teacher Target-Setting And Student Achievement In A Teacher Performance System Using Student Learning Objectives, Allison Atteberry, Sarah E. Lacour
Making A Tough Choice: Teacher Target-Setting And Student Achievement In A Teacher Performance System Using Student Learning Objectives, Allison Atteberry, Sarah E. Lacour
Educational Policy Studies and Evaluation Faculty Publications
The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets …
Policy Storms At The Central Office: Conflicting Narratives Of Racial Equity And Segregation At School Committee Meetings, Serena M. Wilcox
Policy Storms At The Central Office: Conflicting Narratives Of Racial Equity And Segregation At School Committee Meetings, Serena M. Wilcox
Educational Policy Studies and Evaluation Faculty Publications
This article reports findings from a multiyear critical ethnography that examined race talk dilemmas of school leaders at the central office at a small urban school district to understand why racialized educational policies and practices still persist against African American students. This study takes a structural approach to investigating the impact that race talk has on educational policymaking at the local district level. The guiding research question in this paper examines how we can understand educational reform and policy implementation and the unintended consequences of those interventions through the local from a historical context.
Choice Without Inclusion?: Comparing The Intensity Of Racial Segregation In Charters And Public Schools At The Local, State And National Levels, Julian Vasquez Heilig, T. Jameson Brewer, Yohuru Williams
Choice Without Inclusion?: Comparing The Intensity Of Racial Segregation In Charters And Public Schools At The Local, State And National Levels, Julian Vasquez Heilig, T. Jameson Brewer, Yohuru Williams
Educational Policy Studies and Evaluation Faculty Publications
We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethnoracial demographics. A majority of states have at least half of Blacks and a third of …
A Growth Curve Analysis Of Mandatory Student Athletics Fees, Willis A. Jones, Michael J. Rudolph, Michael Brown
A Growth Curve Analysis Of Mandatory Student Athletics Fees, Willis A. Jones, Michael J. Rudolph, Michael Brown
Educational Policy Studies and Evaluation Faculty Publications
This study used growth curve modeling to estimate the growth trajectory of mandatory student athletics fees at public NCAA Division I universities from 2004–2016. We specifically focused on three measures of athletics fees; total athletics fees, athletics fees per FTE, and athletics fees as a percentage of total student costs. We found that in general the growth trajectory of athletics fees was positive, but that the rate of growth has declined over the years. We also found that on average less than 5% of student costs are directly attributable to athletics fees and that the growth trajectory of athletics fees …
Preserving The Independence Of Public Higher Education: An Examination Of State Constitutional Autonomy Provisions For Public Colleges And Universities, Neal H. Hutchens
Preserving The Independence Of Public Higher Education: An Examination Of State Constitutional Autonomy Provisions For Public Colleges And Universities, Neal H. Hutchens
Educational Policy Studies and Evaluation Faculty Publications
In American higher education, the need to make public colleges and universities responsive to the public interest is often in tension with the necessity of providing institutions with the requisite authority to manage their internal affairs. In seeking to strike a balance between acceptable state oversight versus the need to safeguard the authority of public colleges and universities to manage their own affairs, some states rely on constitutional provisions to limit excessive state governmental intrusion. Specifically, these provisions vest constitutional authority in public higher education governing boards to direct the affairs of institutions or systems under their direction. In contrast …