The Four Cs of Promising Practices in Community Colleges

To address the achievement or opportunity gap of underrepresented populations in community colleges, this qualitative field methods study investigated five California community college programs that have demonstrated progress in improving (or show significant potential to improve) student achievement. This research found that promising practices have several conceptual conditions in common-cohesion, connection, cooperation, and consistency-referred to as the Four Cs. Although many of the key components that contribute to the development of promising practices in community college programs are unique to their specific contexts, the presence of these more general Four Cs may be transferable to other community college sites because they can be cultivated in different contexts while respecting the idiosyncrasies of particular community colleges. © 2014 Copyright Taylor and Francis Group, LLC

Early Music Education as a Tool for Inclusion and Respect for Diversity. Study Paper for the Bernard van Leer Foundation

This report explores the topic of using music education activities as a way to address inclusion and respect for diversity with children. It is intended to inform the development of appropriate activities and indicators for the Bernard van Leer Foundation’s Social inclusion and respect for diversity issue area, particularly those which address the use of music in projects with young children. The study begins with an overview of musical development from prenatal to eight years of age and provides a review of the significant processes and outcomes of music education activities aimed at bringing together children in divided contexts. It is apparent that cross-community development of music skills has been and continues to be an effective means of addressing prejudice with young people. The study includes the analysis of interviews with 16 experienced practitioners in Northern Ireland regarding ways in which music plays a part in facilitating respect and inclusion with young people, and an analysis of five children’s focus groups. It concludes with recommendations to bring this knowledge to the early childhood and lower primary school sector and offers some questions for further study

Balancing detailed comprehensiveness with a big vision: A suggested conceptual framework for teacher education courses

Current Australian teacher accreditation processes are impacting significantly on the expectations of teacher education courses, particularly in relation to graduate resilience, flexibility and capability. This paper uses a logical conceptual format to explain how writers at a Western Australian university prepared a new Secondary Degree course, one that offers students an optimum selection of diverse learning contexts for building a deeper understanding of the teaching profession. Four stages of conceptual planning are described. The first three conceptual stages established the thematic structure of the developmental course model across the four years of the degree, reviewed unit content and timing, and framed the National Graduate Teacher Standards in terms of meaningful learning contexts. The last stage moved to thinking about exactly how the mechanics of the teaching and learning in the course work might best achieve attainment of the Graduate Standards. An overall conceptual synthesis of these ideas is also offered

Balancing detailed comprehensiveness with a big vision: A suggested conceptual framework for teacher education courses

Current Australian teacher accreditation processes are impacting significantly on the expectations of teacher education courses, particularly in relation to graduate resilience, flexibility and capability. This paper uses a logical conceptual format to explain how writers at a Western Australian university prepared a new Secondary Degree course, one that offers students an optimum selection of diverse learning contexts for building a deeper understanding of the teaching profession. Four stages of conceptual planning are described. The first three conceptual stages established the thematic structure of the developmental course model across the four years of the degree, reviewed unit content and timing, and framed the National Graduate Teacher Standards in terms of meaningful learning contexts. The last stage moved to thinking about exactly how the mechanics of the teaching and learning in the course work might best achieve attainment of the Graduate Standards. An overall conceptual synthesis of these ideas is also offered

Building a Community of Practice: A Case Study of Introductory College Chemistry Students

Engagement in active learning and learning communities is important for persistence of STEM students early in their academic programs. Colleges and universities have an ongoing call to facilitate active learning techniques, yet large group, lecture-based instruction is still the prominent method of instruction. This qualitative case study examines interviews and classroom observations of undergraduate chemistry students enrolled at a primarily undergraduate institution. Critical educational elements were identified for chemistry students participating in a redesigned, introductory course which included a collaborative peer-lead learning experience. The participants engaged in required, weekly sessions structured around community building and active learning. The data were framed through a community of practice (CoP) framework, and emergent themes were centered on the following components: mutual engagement, joint enterprise, and shared repertoire. Findings show participant engagement created opportunities for collaboration beyond the required, weekly sessions, which included forming study groups and seeking assistance from chemistry tutors. Participants also shared study techniques based on a mutual understanding that effective learning required routine practice. Implications for STEM departments and researchers about implementing research-based curriculum are discussed

Pathway to Successful Young Adulthood

The Pathway to Successful Young Adulthood assembles a wealth of findings from research, practice, theory, and policy about what it takes to improve the lives of children, youth and families, particularly those living in tough neighborhoods. By laying out a comprehensive, coherent array of actions, the Pathway informs efforts to improve community conditions within supportive policy and funding contexts. The Pathways framework does not promote a single formula or program. Rather, our emphasis is on acting strategically across disciplines, systems, and jurisdictions to increase the number of young people who make a successful transition to young adulthood. The Pathway provides a starting point to guide choices made by community coalitions, services providers, researchers, funders, and policymakers to achieve desired outcomes for young people and their families

Empowerment-Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth

A shift occurred in research about adolescents in the general population. Research is moving away from deficits toward a resilience paradigm and understanding trajectories of positive youth development. This shift has been less consistent in research and practice with African American youth. A gap also exists in understanding whether individual youth development dimensions generate potential in other dimensions. This study presents an empowerment-based positive youth development model. It builds upon existing research to present a new vision of healthy development for African American youth that is strengths-based, developmental, culture-bound, and action-oriented. It emphasizes the relationship between person and environment, the reinforcing nature of developmental assets, and the necessity of a sense of community and community engagement for youth

Research on the Competitiveness Factors of Small and Medium Enterprises

An Small and Medium Enterprise (SME) is able to cope with the global challenge if it realizes reliable, balanced and high-standard operation in its business. There are some management and organizational methods increasing the competitiveness of SME. Controlling as a management tool and management function as well as a factor affecting competitiveness has come more into focus. Outsourcing of activities not belonging to the main profile of the enterprise seems natural for most SME-s. Family as the driving force of the business can bear bigger loads than SME of similar sizes but not organized around a family.competitiveness factors, management methods, family business speciality.