First Generation College Students In Engineering: A Grounded Theory Study Of Family Influence On Academic Decision Making

This work develops a constructivist grounded theory describing the influence of family and those that serve a role similar to family on the academic decision making of undergraduate first generation in college (FGC) students majoring in engineering. FGC students, in this study, are students with neither parent having attained a bachelor\u27s degree. FGC students are an untapped talent pool with the potential to diversify and increase the number of engineers, which are both urgent national priorities. Much is known about FGC students with respect to their academic preparation, transition to postsecondary education, and progress toward degree attainment. However, the literature provides little insight about the college experiences of FGC majoring in engineering, their academic decision-making during college, or the influence of families on the same. The analysis of existing data from exploratory studies of 22 FGC students showed that this may be vital missing knowledge as family appeared to be a significant influence on FGC students\u27 academic decision-making. To address this missing knowledge, the constructivist grounded theory methodology was applied to develop a theory of the family (termed &ldquo\u27kin\u27&rdquo) and those that serve a role similar to family (termed &ldquo\u27fictive kin\u27&rdquo) and their influence on the academic decision-making of undergraduate FGC students in engineering. The critical incident technique (CIT) was adopted and used to create a specific, semi-structured, interview guide to elicit the kind of rich, thick data needed to develop a theory grounded in the data. Twenty interviews were conducted and coded using a constant comparative method to analyze the data. Though the purpose of the research was to probe for kin and fictive kin influences, the major influence within the data was from parents, in particular from mothers. The theory that emerged from this research is as follows: In explaining how they are shaped and/or molded by kin and fictive kin, participants primarily describe parents who urge them to seek happiness regardless of career choice. Based on their life and work experiences, parents convey advice to participants and influence their approach to doing things including how they make decisions. In areas where &ldquo\u27college knowledge\u27&rdquo is required, parents pose questions to participants and then offer advice based upon the responses. In such exchanges it seems kin, mostly parents, reflect back to participants what is important. Participants see themselves as ultimately responsible for making academic decisions, however. Though parents offer little, if any, specific academic information, they are providing significant emotional support and are reminding participants of specific expectations. Whereas an engineer parent may provide specific influences related to selecting courses, how to study, and explaining the career choices in each engineering discipline, parents of FGC students are influencing their children by telling them to be happy, have a good career, and make them proud. This theory has implications for key stakeholders, including researchers and practitioners. By translating this innovative research into practical guidance and by initiating calls for reform targeting persons and entities influencing the academic decision-making of first generation college students majoring in engineering, this study and the resulting grounded theory can be used to create novel concepts for educating the engineers of the 21st century. While the implications discuss many influential entities and programs, priority can be considered for high school and college teachers and institutional outreach, recruitment, and retention and higher education efforts. In addition, this theory uncovers the need for future research to include investigating the influence of FGC students majoring in engineering on kin, especially siblings and parents, and fictive kin

Staff Development and Student Achievement: Making the Connection in Georgia Schools

The purpose of this study is to examine the connection between staff development and student achievement and to develop a base of knowledge for improving staff development in Georgia. Since 1985, the state has appropriated funds for staff development under the Quality Basic Education Act, one of the most comprehensive statewide initiatives for school improvement in the United States. In fiscal year 1998, Georgia appropriated over $35 million for staff development in schools and school districts. The Georgia Department of Education has collected information about uses of resources, levels of participation, and accomplishments of effectiveness of staff development in Georgia schools have not been conducted. Indeed, evaluations of staff development programs at a state level are rare. This study provides information to policy makers about whether or not state staff development funds are used in such a way as to have an impact on student achievement. The study also provides information that can be used to help schools maximize the effectiveness of their staff development efforts.While staff development can be defined in a number of ways, for this study we used the following definition: An organized learning opportunity for teachers to acquire knowledge and skills to help them become more effective teachers. Staff development activities may consist of activities such as a single workshop, a conference, a workshop series, summer institutes, college coursework, or organized peer coaching and study group sessions. A staff development activity may be sponsored by many entities including a school, the school district, Regional Education Service Agencies, state agencies, teacher academies, colleges, or professional networks and organizations.In this study we ask the question, "Do differences in the ways schools and school districts provide staff development for their teachers account for some of the variation in student achievement across Georgia schools?" The general strategy for the investigation was to select a sample of higher and lower achieving schools across a full range of socio-economic status, to gather data on staff development in these schools, and to test the extent to which the characteristics of staff development varied in the two groups of schools. Sixty schools in 35 districts participated in the study. At each school, we interviewed school administrators, conducted a focus group discussion with six to ten teachers, and surveyed teachers in the school (1,150 teachers responded). At the district office, we interviewed the staff development coordinator, personnel director, and finance director to determine the context in which staff development occurred at the schools

Considering pedagogical content knowledge in the context of research on teaching: An example from technology.

When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers' curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers' pedagogical content knowledge. From our classroom-based research in technology education and the past research on pedagogical content knowledge we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching

The Challenge of Integrating Faith-Learning-Living in Teacher Education

Teacher educators from member institutions of the Coalition for Christian Colleges and Universities are currently challenged in an unprecedented way. The challenge is to satisfy increasingly rigorous state and national teacher education standards and to fulfill the commonly held mission of Coalition institutions to integrate faith-learning-living. The research presented in this article traces the long history of integration and presents various theoretical integration models commonly supported by educators at Christian colleges and universities. This article suggests meeting the challenge in part through an original six component integration model with potential value for Christian educators representing various academic disciplines

Contexts of Cultural Diversity Professional Development in Schools

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, this report contains three parts. Part 1 discusses demographic changes in the MERC region and provides historical, political, social, and economic contexts for understanding these changes. Part 2 describes the federal, state, and local policy contexts relevant to cultural diversity within schools, and professional development (PD) related to this topic. This section also reviews research on how policy contexts shape teachers’ decisions to participate in PD. Part 3 reviews existing studies of cultural diversity PD and describes the types of PD programs currently available in the MERC region. In the conclusion to the report, we present a list of recommendations for policy and and for future development and implementation of PD related to cultural diversity. The final section of the report also describes gaps in the existing body of knowledge and the research needed to better understand PD related to cultural diversity

Captured voices in primary school art education.

Eisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity

Surveillance in Hogwarts: Dumbledore's balancing act between managerialism and anarchism

This article considers the fictional depiction of surveillance in Harry Potter, and compares the two different models of school leadership represented by Dolores Umbridge and Albus Dumbledore. The Harry Potter books put forward a vision of school leadership that affirms the necessity of surveillance. The optimal degree of surveillance means a fine balance between managerialism and anarchism. Neither a panoptic gaze of discipline and management which aims to control the minutest details of a person’s action, nor the absence of surveillance is desirable. Hogwarts is a surveillance school, and the difference between the two principals, both of whom insist on the maintenance of a hierarchical power structure, lies in the extent to which surveillance is in operation. Whereas Umbridge represents the failure of extreme managerialism which only results in fierce resistance, Dumbledore is portrayed as the desirable model of a temperate leader who, through reducing management and developing trust, succeeds in cultivating in students a version of discipline that is not based on external behaviour but on internal values