Results for 'Postsecondary Education'

983 found
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  1.  4
    Postsecondary Education Access (Im)Possibilities for Undocu/DACAmented Youth Living With the Potential Elimination of DACA.H. Kenny Nienhusser & Toko Oshio - 2020 - Educational Studies 56 (4):366-388.
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  2. IOM 323 2101 Constitution Avenue, NW Washington, DC 20418.Taft Broome, Louis Brown, William S. Butcher, Thomas G. Carroll, Postsecondary Education, Susan Cozzens, Amy C. Crumpton, Stephen H. Cutcliffe & Arthur F. Findeis - 1988 - Science, Engineering and Ethics: State-of-the-Art and Future Directions: Report on a Aaas Workshop and Symposium, February 1988 88 (28):83.
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  3. Inequality in postsecondary education.Martha J. Bailey & Susan M. Dynarski - 2011 - In Greg J. Duncan & Richard J. Murnane (eds.), Whither Opportunity?: Rising Inequality, Schools, and Children's Life Chances. Russell Sage. pp. 117--132.
     
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  4.  11
    The development of postsecondary education systems in Canada: a comparison between British Columbia, Ontario, and Quebec, 1980–2010. Edited by Donald Fisher, Kjell Rubenson, Theresa Shanahan and Claude Trottier. [REVIEW]Sarah King - 2016 - British Journal of Educational Studies 64 (4):559-560.
  5.  21
    Black Women’s Knowing, Unruliness and the Radical Transformation of Inclusive Postsecondary Educational Spaces.Lalenja Harrington - 2019 - Educational Studies 55 (4):387-404.
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  6.  10
    Enrollment of Education Majors at Public, Not-For-Profit, and For-Profit Postsecondary Institutions: An Empirical Analysis.Bonnie K. Fox Garrity - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (6):522-539.
    (2013). Enrollment of Education Majors at Public, Not-For-Profit, and For-Profit Postsecondary Institutions: An Empirical Analysis. Educational Studies: Vol. 49, No. 6, pp. 522-539.
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  7.  2
    Postsecondary Schooling Education for All.Francis Schrag - 2007 - Philosophy of Education 63:383-391.
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  8.  12
    Reframing Participation in Postsecondary STEM Education With a Representation Metric.Brian L. Zuckerman, William E. J. Doane & Christopher K. Tokita - 2015 - Bulletin of Science, Technology and Society 35 (5-6):125-133.
    Efforts aimed at broadening participation in science, technology, engineering, and mathematics (STEM) require a holistic presentation of the state of racial and gender participation. Statistics currently used to describe participation often include raw counts of degrees and the percentages of demographic groups receiving STEM degrees. While these data provide insights into demographic trends, they do not present the complete picture because these “traditional” statistics do not capture how well a field of study reflects—or is proportionally similar to—a larger body, such (...)
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  9.  16
    International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions.Lisa Vogt, Loie Gervais, Brenda M. Stoesz & Hafizat Sanni-Anibire - 2021 - International Journal for Educational Integrity 17 (1).
    This study investigated the knowledge of academic integrity and associated emotions of a small sample of international students studying at Canadian postsecondary institutions using survey methodology. Depending on the survey item, 25–60 participants provided responses. Many respondents appeared knowledgeable about academic integrity and misconduct and reported that expectations in their home countries and in Canada were similar. There was, however, disagreement on the concept of duplicate submission/self-plagiarism, indicating an important gap in educating students about specific aspects of policy in (...)
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  10.  10
    Higher Education and the Color Line: College Access, Racial Equity, and Social Change.Gary Orfield, Patricia Marín & Catherine L. Horn (eds.) - 2005 - Harvard Education Press.
    _Higher Education and the Color Line_ examines the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. In the wake of the U.S. Supreme Court's landmark decision upholding affirmative action, this comprehensive and timely book outlines the agenda for achieving racial justice in higher education in the next generation. Weaving together current research and a discussion of overarching demographic, legal, and political issues, the (...)
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  11.  8
    Academic Supervision in Higher Education: The Case of Government Colleges in Bangladesh.Md Masud Rana - forthcoming - Philosophy and Progress:97-128.
    Academic supervision is considered an important mechanism to improve the performance of an educational institution. This article aims to investigate the situation of academic supervision in Bangladeshi Government Colleges (GCs).The article, in particular, explores the impacts of academic supervision on Bangladeshi students and teachers in developing their competencies and confidence in postsecondary educational settings. The study was conducted employing thequalitative research method and collecting data from in-depth interviews, secondary published literature, such as books, journal articles etc. The study finds (...)
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  12.  34
    Emergence of a Discipline? Growth in U.S. Postsecondary Bioethics Degrees.Lisa M. Lee & Frances A. McCarty - 2016 - Hastings Center Report 46 (2):19-21.
    Teaching competency in bioethics has been a concern of the field since its start. In 1976, The Hastings Center published the first report on the teaching of contemporary bioethics. Graduate programs culminating in an MA or PhD were not needed at the time, concluded the report. “In the future, however,” the report speculated, “the development and/or changing social priorities may at some point allow, or even require, the creation of new academic structures for graduate education in bioethics.” Although that (...)
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  13.  15
    Evolution education and the rise of the creationist movement in Brazil.Alandeom W. Oliveira & Kristin Leigh Cook (eds.) - 2019 - Lanham: Lexington Books.
    Evolution Education and the Rise of the Creationist Movement in Brazil examines how larger societal forces such as religion, media, and politics have shaped Brazil's educational landscape and impacted the teaching and learning of evolution within an increasingly polarized discourse in recent years. To this end, Alandeom W. Oliveira and Kristin Cook have assembled a number of educational scholars and practitioners, many of whom are based in Brazil, to provide up-close and in-depth accounts of classroom-based evolution instruction, teacher preparation (...)
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  14.  34
    Academic Doping: Institutional Policies Regarding Nonmedical use of Prescription Stimulants in U.S. Higher Education.Ross Aikins, Xiaoxue Zhang & Sean Esteban McCabe - 2017 - Journal of Academic Ethics 15 (3):229-243.
    Academic integrity policies at 200 institutions of higher education were examined for the presence of academic prohibitions against the nonmedical use of prescription stimulants or any other cognitive enhancing drug. Researchers used online search tools to locate policy handbooks in a stratified random sample of IHE’s drawn from the Integrated Postsecondary Education Data System database, searching for NMUPS/CED use as violations of either academic integrity or alcohol and other drug policies. Of 191 academic integrity policies found online, (...)
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  15.  14
    Ethical Reasoning in a Morally Diverse World: Higher Education and the Purposes of Religious Ethics.Darlene Fozard Weaver - 2023 - Journal of Religious Ethics 51 (3):458-472.
    As the Journal of Religious Ethics celebrates its 50th anniversary, higher education in the United States is in a period of upheaval. How does its changing landscape impact the ways we articulate the value of religious ethics? What do our students need from ethics coursework? Both the upheaval in higher education and recent critiques of higher education from religious ethicists highlight questions about the purposes and value of postsecondary education. This essay argues that an emphasis (...)
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  16.  20
    Academic Honesty, Linguistic Dishonesty: Analyzing the Readability and Translation of Academic Integrity and Honesty Policies at U.S. Postsecondary Institutions.Zachary W. Taylor & Ibrahim Bicak - 2019 - Journal of Academic Ethics 17 (1):1-15.
    A large body of research has indicated international students in the United States and abroad experience difficulties understanding what academic integrity is and how to avoid academic misconduct, 159–172 2011; Brown & Howell, 2001; Gullifer and Tyson Studies in Higher Education, 39, 1202-1218 2014). While most studies focus on academic misconduct and academic corruption in research ethics, 339-358 2014), this study analyzes the length, English-language readability, and translation of academic integrity policies of 453 four-year U.S. institutions of higher (...). Findings indicate average academic integrity policies are over 2000 words long, are written above the 16th-grade reading level, and are very rarely translated into a language other than English. In addition, no institutions published their academic integrity policies in full on their institutional international student website, possibly rendering the policy difficult to locate on the institution’s website for international students. Implications for research, policy, and practice are addressed. (shrink)
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  17.  4
    The New Welfare Trap: Case Managers, College Education, and TANF Policy.A. Fiona Pearson - 2007 - Gender and Society 21 (5):723-748.
    After U.S. welfare was reformed in 1996, many states reduced their support of postsecondary education and instead emphasized work-first programs. This study uses in-depth interviews and participant observation to examine how case managers implement work-first policies when dealing with students desiring a college education. Case managers are expected to reconcile the goals of their clients with those of the Temporary Assistance for Needy Families program, while negotiating cultural definitions of “work” that frequently serve to reproduce gender, race, (...)
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  18.  7
    Reconceptualizing Stem Education: The Central Role of Practices.Richard Alan Duschl & Amber S. Bismack (eds.) - 2016 - Routledge.
    _Reconceptualizing STEM Education_ explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council’s A Framework for K-12 Science Education. The new practice-focused agenda (...)
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  19.  15
    Decolonial, intersectional pedagogies in Canadian Nursing and Medical Education.Taqdir K. Bhandal, Annette J. Browne, Cash Ahenakew & Sheryl Reimer-Kirkham - 2023 - Nursing Inquiry 30 (4):e12590.
    Our intention is to contribute to the development of Canadian Nursing and Medical Education (NursMed) and efforts to redress deepening, intersecting health and social inequities. This paper addresses the following two research questions: (1) What are the ways in which Decolonial, Intersectional Pedagogies can inform Canadian NursMed Education with a focus on critically examining settler‐colonialism, health equity, and social justice? (2) What are the potential struggles and adaptations required to integrate Decolonial, Intersectional Pedagogies within Canadian NursMed Education (...)
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  20.  14
    The Middle of Somewhere: Rural Education Partnerships and Innovation.Sara L. Hartman & Bob Klein (eds.) - 2023 - Harvard Education Press.
    _Highlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States._ As editors Sara L. Hartman and Bob Klein acknowledge, rural places have long experienced systemic inequities that decrease rural students' access to education, yet many rural schools and communities have found creative means to make up for the dearth of outside resources. _The Middle of Somewhere_ brings to light a wide variety of partnerships that have been forged between K–12 schools, communities, (...)
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  21.  9
    We're Not Ok: Black Faculty Experiences and Higher Education Strategies.Antija M. Allen & Justin T. Stewart (eds.) - 2022 - Cambridge University Press.
    In the United States, only 6% of the 1.5 million faculty in degree-granting postsecondary institutions is Black. Research shows that, while many institutions tout the idea of diversity recruitment, not much progress has been made to diversify faculty ranks, especially at research-intensive institutions. We're Not Ok shares the experiences of Black faculty to take the reader on a journey, from the obstacles of landing a full-time faculty position through the unique struggles of being a Black educator at a predominantly (...)
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  22.  3
    Balancing Instructional Integrity With Stakeholder Concerns in Technology-Based Educational Collaboratives: Is the Tail Wagging the Dog?James S. Lenze & Paul R. Fossum - 2000 - Bulletin of Science, Technology and Society 20 (1):35-39.
    This article discusses ethical problems related to postsecondary–K-12 collaborative work involving instructional technologies. Technology related school-university collaboration in particular can give rise to some ethical dilemmas, due to the variety of skills, interests, and obligations of participating teachers, tech specialists, professors, and school administrators. Participants, in promoting narrow interests and concerns too immoderately, can lose sight of a learning-driven framework for decision making. Ethics are implicated, because student learning should be at the heart of the codes that guide all (...)
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  23.  6
    Race, Gender, and the Wage Gap: Comparing Faculty Salaries in Predominately White and Historically Black Colleges and Universities.Sheetija Kathuria, Linda Grant & Linda A. Renzulli - 2006 - Gender and Society 20 (4):491-510.
    Using the Integrated Postsecondary Education Data System, the authors compare the gender pay gap at predominantly white institutions with the gap at historically Black colleges and universities. Also, within the HBCU milieu, they examine how class of the institution has an impact on pay gaps. First, they find that HBCUs do seem to have a smaller gap but that pay for all faculty at HBCUs is lower than in PWIs. Second, the gap is only significantly smaller in the (...)
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  24.  8
    Structure and Agency in the Neoliberal University.Joyce E. Canaan & Wesley Shumar (eds.) - 2011 - Routledge.
    This volume considers how current transitions in postsecondary education are impacting Higher Education institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the so-called 'knowledge economy' that operates in a globalising, high tech world. Further, these transitions are underpinned by neo-liberal economic ideas that assume (...)
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  25.  3
    Using ethnography to understand twenty-first century college life.Constance Iloh & William Tierney - 2014 - Human Affairs 24 (1):20-39.
    Ethnography in the field of postsecondary education has served as a magnifying glass bringing into focus university culture and student life. This paper highlights the ways in which ethnography is especially useful for understanding more recent dynamics and shifts in higher education. The authors utilize existing literature to uphold the relevancy of ethnography, while exploring its opportunities for research on adult students, online education, and for-profit colleges in particular. They conclude with methodological recommendations and directions for (...)
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  26.  13
    Plagiarism Among Dissertations: Prevalence at Online Institutions. [REVIEW]David Carl Ison - 2012 - Journal of Academic Ethics 10 (3):227-236.
    The current research literature has claimed that plagiarism is a significant problem in postsecondary education. Unfortunately, these claims are primarily supported by self-report data from students. In fact little research has been done to quantify the prevalence of plagiarism particularly at the advanced graduate education level. Further, few studies exist on online education even though this is a rapidly growing sector of higher education. This descriptive study quantified the amount of plagiarism that existed among 100 (...)
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  27.  28
    Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding.Consuelo M. Kreider, Sharon Medina, Mei-Fang Lan, Chang-Yu Wu, Susan S. Percival, Charles E. Byrd, Anthony Delislie, Donna Schoenfelder & William C. Mann - 2018 - Frontiers in Psychology 9:391113.
    Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. (...)
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  28.  11
    On being a scientist Responsible conduct in research second edition.Kenneth Pimple, Philip Whitney, Dianne Hoffman-Kime & Linda McGown - 1995 - Science and Engineering Ethics 1 (3):309-314.
    Editors’ Note:As a matter of policy, the editors believe that publishing several reviews of selected texts is a valuable exercise which will enable a cross-section of views to be aired. The recently published second edition of the National Academy of Sciences’ report “On Being a Scientist” was considered an appropriate text for such treatment. The reviewer, Kenneth D. Pimple, Ph.D., is a Research Associate at the Poynter Center for the Study of Ethics and American Institutions and a Visiting Lecturer in (...)
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  29.  37
    Shadow students in Georgia: A Kantian condemnation.Melissa Seymour Fahmy - 2021 - Journal of Philosophy of Education 55 (6):1057-1071.
    Journal of Philosophy of Education, EarlyView.
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  30.  7
    Learning for Careers: The Pathways to Prosperity Network.Nancy Hoffman & Robert B. Schwartz - 2017 - Harvard Education Press.
    __Learning for Careers_ provides a comprehensive account of the Pathways to Prosperity Network, a national initiative focused on helping more young people successfully complete high school, attain a first postsecondary credential with value in the labor market, and get started on a career without foreclosing the opportunity for further education._ It takes as its starting point the influential 2011 _Pathways to Prosperity_ report, which challenged the prevailing idea that the core mission of high schools was to prepare all (...)
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  31.  1
    Supporting College Students of Immigrant Origin: New Insights from Research, Policy, and Practice.Blake R. Silver & Graziella Pagliarulo McCarron (eds.) - 2024 - Cambridge University Press.
    Over 5 million college students in the United States – nearly one-in-three students currently enrolled – are of immigrant origin, meaning they are either the children of immigrant parents or guardians and/or immigrants themselves. These students accounted for almost 60% of the growth in higher education enrolment in the 21st century. Nevertheless, there is very little research dedicated to this student population's specific experiences of postsecondary education, with similar absences discernible within the realms of higher education (...)
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  32.  13
    Adding pep (protocol, ethics, and policies) to the preparation of new professionals.Sandra Bruneau - 1998 - Ethics and Behavior 8 (3):249 – 267.
    University and school preparation of new teachers should include work on the ethical and policy quandries of professional work. As it is, teacher education institutions too rarely tackle questions of protocol, ethics, policy, principles, and procedures. Professors may discuss matters of protocol, especially ethical conflicts arising from school and university practices and routines. But they rarely give in-depth treatment to ethics and policy in the teaching life. Moreover, treatment of these matters is often sparse in ethical theory or in (...)
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  33.  7
    On being a scientist.Kenneth D. Pimple, Philip J. Whitney, Diane Hoffman-Kim & Linda B. McGown - 1995 - Science and Engineering Ethics 1 (3):309-314.
    Editors’ Note:As a matter of policy, the editors believe that publishing several reviews of selected texts is a valuable exercise which will enable a cross-section of views to be aired. The recently published second edition of the National Academy of Sciences’ report “On Being a Scientist” was considered an appropriate text for such treatment. The reviewer, Kenneth D. Pimple, Ph.D., is a Research Associate at the Poynter Center for the Study of Ethics and American Institutions and a Visiting Lecturer in (...)
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  34.  7
    Repenser l’accompagnement des stagiaires en travail social en situation de handicap.Christiane Bergeron-Leclerc & Ève Simard - 2019 - Revue Phronesis 8 (1-2):96-110.
    Through Quebec universities, the population of students with emerging disabilities is higher than the population of students with physical disabilities. Within our university, the social work’s departement has the largest proportion of students with emerging disabilities. The varied challenges faced by these students with mental or neurodevelopmental disorders during their theoretical training tend to increase during internships, leading to extensions, dropouts or failures. The aim of this article is to describe the structure that has been developped to support these social (...)
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  35.  8
    Talking about race in a scientific context.Frances S. Chew - 2000 - Science and Engineering Ethics 6 (4):485-494.
    There are at least two approaches that assist students in understanding complexity and differing interpretations about human diversity and race. Because differing perspectives emerge from data perceived at different levels, different scales provide a tool for understanding relationships among perspectives and understanding the differential importance of specific factors. Constructivist listening, which assists students in examining their own experiences, feelings and understanding, provides a tool for digesting complex new material and learning emotional literacy. It can be applied to dialogue about race (...)
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  36.  12
    The Perils and Strains of Teaching Race and Racism to Predominantly White Teacher Candidates.Bathseba Opini & Patrick Radebe - 2023 - Studies in Social Justice 17 (3):454-476.
    This paper examines the overt and covert racism Black professors experience within the context of mainstream university teacher education programs. Informed by literature from Canadian sources and the authors’ personal experiences, the paper challenges the perception that Canadian postsecondary teacher education is amenable to honest, open and civil debates regarding racism. The common view of Canada as an inclusive and welcoming society needs re-examining given the degree of resistance encountered by racialized professors while teaching controversial topics, including (...)
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  37.  9
    Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university.Jeff Meadows, Randall Barley, Stephanie Varsanyi, Christina M. Nord & Oluwagbohunmi Awosoga - 2021 - International Journal for Educational Integrity 17 (1).
    There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student and faculty surveys conducted within a medium-sized Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand (...)
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  38.  5
    Faculty misconduct in collegiate teaching.John M. Braxton - 1999 - Baltimore, Md.: Johns Hopkins University Press. Edited by Alan E. Bayer.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...)
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  39.  8
    Nomadic Turns: Epistemology, Experience, and Women University Band Directors.Elizabeth Gould - 2005 - Philosophy of Music Education Review 13 (2):147-164.
    In lieu of an abstract, here is a brief excerpt of the content:Nomadic Turns:Epistemology, Experience, and Women University Band DirectorsElizabeth GouldMusic education occupations in the U.S. have been segregated by gender and race for decades. While women are most likely to teach young students in classroom settings, men are most likely to teach older students in all settings, but most particularly in wind/percussion ensembles.1 Despite gender-affirmative employment practices, men constitute a large majority among band directors at all levels.2 At (...)
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  40.  3
    Gender Inequality and Time Allocations Among Academic Faculty.Sarah Winslow - 2010 - Gender and Society 24 (6):769-793.
    This article focuses on faculty members’ allocation of time to teaching and research, conceptualizing these—and the mismatch between preferred and actual time allocations—as examples of gender inequality in academic employment. Utilizing data from the 1999 National Study of Postsecondary Faculty, I find that women faculty members prefer to spend a greater percentage of their time on teaching, while men prefer to spend more time on research, although these preferences are themselves constrained; women faculty members spend a greater percentage of (...)
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  41.  16
    Nomadic Turns: Epistemology, Experience, and Women University Band Directors.Elizabeth Gould - 2005 - Philosophy of Music Education Review 13 (2):147-164.
    In lieu of an abstract, here is a brief excerpt of the content:Nomadic Turns:Epistemology, Experience, and Women University Band DirectorsElizabeth GouldMusic education occupations in the U.S. have been segregated by gender and race for decades. While women are most likely to teach young students in classroom settings, men are most likely to teach older students in all settings, but most particularly in wind/percussion ensembles.1 Despite gender-affirmative employment practices, men constitute a large majority among band directors at all levels.2 At (...)
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  42.  11
    “They Always Call Me an Investment”: Gendered Familism and Latino/a College Pathways.Sarah M. Ovink - 2014 - Gender and Society 28 (2):265-288.
    In the past 20 years, Latinas have begun to outperform Latinos in high school completion and college enrollment, tracking the overall “gender reversal” in college attainment that favors women. Few studies have examined what factors contribute to Latinas’ increasing educational success. This article focuses on gender differences in college-going behavior among a cohort of 50 Latino/a college aspirants in the San Francisco East Bay Area. Through 136 longitudinal interviews, I examine trends in Latinos/as’ postsecondary pathways and life course decisions (...)
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  43.  3
    Crossing the Borders of Plyler v. Doe: Students without Documentation and their Right to Rights.Sara Radoff - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (5):436-450.
    In this article, I show that the intersection between education policy and immigration law in the United States sustains a permanent underclass and reinforces the deliberate disenfranchisement of students without authorized immigration status. I critically analyze the Supreme Court case Plyler s. Doe, and I suggest the DREAM Act as a means for these students to secure a right to rights for economic, social, and political agency. At the heart of the argument is my assertion that domiciled residency ought (...)
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  44.  1
    Introduction.Johan Verstraeten - 1996 - Ethical Perspectives 3 (3):121-122.
    The first annual meeting of the new European Ethics Network was held in Leuven from the 26th to the 28th of September. An initiative of Michel Falise, this network was originally a cooperating group of ethicists and centres of ethics at 40 Coimbra and FUCE universities. At present it has expanded, directly or indirectly via participating associations and networks, into a network of ethicists from every country of the European Union, from universities as well as from postsecondary engineering programs.It (...)
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  45.  32
    Ecologies of care: addressing the needs of immigrant origin children and youth.Carola Suárez-Orozco - 2018 - Journal of Global Ethics 14 (1):47-53.
    ABSTRACTImmigrant origin children and youth are now, and will continue to be, a diverse and demographically important segment of all post-industrial nations’ populations. In order to realize their potential, receiving contexts will need to find effective ways to integrate them into the fabric of their society. Using an ethic of care approach, we must begin by taking a comprehensive perspective on integration, which incorporates both a risk and resilience framework and an ecological perspective. A number of practices have emerged that (...)
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  46.  2
    Growing Up With Autism: Challenges and Opportunities of Parenting Young Adult Children with Autism Spectrum Disorders.Kayhan Parsi & Nanette Elster - 2012 - Narrative Inquiry in Bioethics 2 (3):207-211.
    In lieu of an abstract, here is a brief excerpt of the content:Growing Up With Autism: Challenges and Opportunities of Parenting Young Adult Children with Autism Spectrum DisordersKayhan Parsi and Nanette ElsterAs the parent and stepparent of a child with autism, we witness a world that is quite different from parents with only neurotypical children. Tantrums don’t vanish after the age of three. Aggression is a way of life. Simple communication is a constant challenge. And dreams of a child’s future (...)
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  47.  12
    Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World.Christoph Wulf - 2024 - Educational Theory 74 (2):245-254.
    In this article Cristoph Wulf examines the basic concepts of pedagogy and educational science in the German-speaking world, looking at education and socialization from the perspective of educational anthropology. He makes evident that the complex German concept of Bildung, in particular, can only be fully understood by means of a historical and philosophical analysis.
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  48.  14
    Off-time higher education as a risk factor in identity formation.War Konrad Educational Research Institute, Radosław Kaczan & Małgorzata Rękosiewicz - 2013 - Polish Psychological Bulletin 44 (3):299-309.
    One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...)
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  49.  22
    The Postmodern University?: Contested Visions of Higher Education in Society.Anthony Smith, Frank Webster & Society for Research Into Higher Education - 1997 - Open University Press.
    Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.
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  50. The Educational Leadership Challenge Redefining Leadership for the 21st Century.Joseph National Society for the Study of Education & Murphy - 2002 - Nsse Distributed by University of Chicago Press.
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