| 1 |
Case Study of the Accommodation Readiness Spiral as an Evaluative Framework for Action Research Plans
|
|
|
|
In: Prairie Journal of Educational Research (2018)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Experiments with Universal CEFR Classification
|
|
|
|
In: English Conference Papers, Posters and Proceedings (2018)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Standardized Language Proficiency Tests in Higher Education
|
|
|
|
In: English Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
In Search of Mirrors: An Asian Critical Race Theory Content Analysis of Asian American Picturebooks From 2007 to 2017
|
|
|
|
In: Education Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs
|
|
|
|
In: Education Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
On a Continuum: Examining Ncore's Influence in the Development of Multicultural Competence in Student Affairs Educators
|
|
|
|
In: Education Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Reframing Rigor: A Modern Look at Challenge and Support in Higher Education
|
|
|
|
In: Education Publications (2018)
|
|
Abstract:
What is “hard” about college? The concept of academic rigor has been remarkably narrowly defined in contemporary higher education. Rigor is often equated with hard work in terms of the number of hours students spend studying or the quantity of assignments—or “piling on” a lot of work for students (Arum & Roksa, 2011). Alternatively, as derived from the recent K–12 standards movement in the No Child Left Behind act, rigor may be seen as an advanced level of curriculum (achieving mastery of prespecified content; for example, less rigorous algebra versus more rigorous calculus) (Matusevich, O'Connor, & Hargett, 2009). Yet, if we ask students what was “hard” about college academics—many other understandings may emerge—perhaps what was “hard” was maintaining one's identity while learning material that does not align with one's cultural values. Perhaps what was “challenging” was shifting basic assumptions that have been a core part of an individual’s experiences. Or, perhaps, the “rigor” was learning scholarly writing in a second language. Perhaps what was “hard” was learning to move from memorizing facts to analyzing and evaluating them—becoming a producer and interpreter rather than a consumer of information. Perhaps what was “hard” was coming to see oneself as an academic. All of these can be seen as a challenge of the academic experience at college—and resolving each of these challenges has been associated with student learning (Braxton, 1993; Castillo‐Montoya, 2017; Castillo‐Montoya & Torres‐Guzmán, 2012; Fries‐Britt, Johnson, & Burt, 2013; Neumann, 2014).
|
|
Keyword:
and Multicultural Education; and Research; Bilingual; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; Higher Education; Multilingual
|
|
URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1089&context=edu_pubs
https://lib.dr.iastate.edu/edu_pubs/90
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Undocumented Hispanic Students in Higher Education: A Phenomenology of Students Struggling to Obtain Educational and Career Goals
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Finding Their Place: An Ethnographic Study of the Culture of Students Attending a Rural, Self-paced, Alternative Evening High School
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
A Phenomenological Study Examining the Journey of Identity Development for Internationally Adopted Adolescents in the United States
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Breaking the Cycle: An Ethnographic Study on Hispanic Mothers in Family Drug Court
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
"I Refuse to Die": Exploring the Relationship Between Spirituality and Persistence Among African American PH.D. Students and Graduates
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
A Phenomenological Study of the Lived Experiences of Hispanic Females in Advanced Placement Courses in Southern California High Schools
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High-Poverty High-Minority Rural South Carolina Schools
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
¿Esto Funciona?: Studying the Influences of Peer Tutoring on Student Performance in the Spanish Language-learning Process
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs)
|
|
|
|
In: Reports (2018)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Scholastic Liberation: Schools' Impact on African American Academic Achievement
|
|
|
|
In: Language Arts Journal of Michigan (2018)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Strategic Approaches: Academic Success Strategies For At Risk Students
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
