A Framework for Understanding of Bilingual Education in Turkey: A Mixed Method Approach

This study seeks to identify the obstacles and opportunities involved in setting up a bilingual education system and to identify the challenges and benefits associated with the daily experience of maintaining a bilingual education model. This study discusses the benefits of developing a bilingual education program and what these programs can offer regarding concerns related to the lives of minority people in Turkey. Explanatory sequential mixed method was used for this study. The first phase of this study was a survey that measured the perspectives of educators regarding potential bilingual education curricula in Turkey. The second phase comprised a qualitative data collection process to expand on the findings of quantitative results. For quantitative data collection, 140 participants responded the survey instrument. Participants included 96 males and 44 females. For qualitative data collection, eight participants were interviewed. Both quantitative and qualitative data reflected the benefits of a bilingual education program. First, minority students who are taught by means of a bilingual education program can protect their linguistic knowledge, cultural heritage, ethnic, and religious identity. Second, they can increase their understanding of linguistic and cultural diversity. Third, school attendance at the primary school level could be increased. Fourth, a bilingual program could contribute to the reduction of inequalities

Religion and Higher Education in the American South: Introduction to the Special Issue

This is an introduction to the special issue on religion and higher education in the American South. This special issue features five research articles and a book review that provide telling details about the role religion has played and continues to play in Southern higher education

The Impact of an Introductory Course on Ph.D. Students: A Qualitative Analysis of Student Perceptions

This qualitative case study examined Ph.D. students’ perceptions of the impact of a full semester introductory course at a Tier-1 research institution. Results from multiple data sources including open-coded interviews and reflective entries yielded three overarching perceptions of the impact of the introductory class by its first-year students: (1) the establishment of community; (2) contributions to students’ knowledge base through cultivation of academic tools within a Ph.D. program, both departmentally and programmatically; and (3) addressing and relieving “imposter syndrome.” Results indicated participants benefited from a semester-long introductory course as it contributed to community building and socialization, acquisition of needed skills and dispositions of the field, and assisted in managing imposter syndrome. Additionally, participants offered suggestions regarding course improvement. The study contributes to the body of post-secondary literature, as little work has been conducted on semester-long introductory courses at the doctoral level

Texas Center for Digital Humanities and New Media

We propose the creation of a Center for Digital Humanities, Media and Culture (formerly titled Texas Center for Digital Humanities and New Media). The Center will address two related grand challenges: the need to investigate the relationship of computing technologies and culture, and the need to construct cyberinfrastructure for the humanities and social sciences. The Center’s research, focused in four interrelated areas -- the cultural record, cultural systems, cultural environments, and cultural interactions in the digital age – engages one of the most compelling questions of our time: What does it mean to be human in the digital age

Burlbaw, Lynn M., More than 10,000 Teachers: Hollis L. Caswell and the Virginia Curriculum Revision Program, Journal of Curriculum and Supervision, 6 (Spring, 1991), 233-254. A version of this article also appears in pp. 53-71 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History. Greenwich, CT: Information Age Publishing, 2005.

Reviews the history of the Virginia Curriculum Revision Program in the 1930s including the role played by Hollis L. Caswell

Burlbaw, Lynn M., ed., Curriculum History: 1995. College Station, TX: Society for the Study of Curriculum History, 1996.

Compiles ten papers presented at the 1995 meeting of the Society for the Study of Curriculum History in San Francisco; other collections are available from the Society for later years

Burlbaw, Lynn M., Curriculum Journal Index: 1929-1943, Curriculum History, 2021 (1). https://journals.tdl.org/ch/index.php/ch/issue/current

Gives an alphabetical index of titles and authors of articles appearing in the Curriculum Journal for its entire existence

Burlbaw, Lynn M., and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005.

Collects 24 studies presented to the Society for the Study of Curriculum History between 1989 and 2004