3,385 research outputs found
NCESâ Website:â NCESâ Collegeâ Navigatorâ UNO
National Center for Educational Statistics, College Navigator, University of Nebraska at Omah
Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science
The underrepresentation of non-White students and girls in STEM fields is an ongoing problem that is well documented. In K-12 science education, girls, and especially non-White girls, often do not identify with science regardless of test scores. In this study, we examine the narrated and embodied identities-in-practice of non-White, middle school girls who articulate future career goals in STEM-related fields. For these girls who desire an STEM-related career, we examine the relationships between their narrated and embodied identities-in-practice. Drawing on interview and ethnographic data in both school and after school science contexts, we examine how STEM-career minded middle school girls articulate and negotiate a path for themselves through their narratives and actions. We present four types of relationships between girls' narrated and embodied identities-in-practice, each with a representative case study: (1) partial overlaps, (2) significant overlaps, (3) contrasting, and (4) transformative. The implications of these relationships with regard to both hurdles and support structures that are needed to equip and empower girls in pursuit of their STEM trajectories are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 1143-1179, 2013
Health literacy and libraries: a literature review
Purpose
The aim of this article is to assess the involvement of libraries in health literacy programs and initiatives based on a review of the literature.Â
Methodology
Four databases were searched for articles that described health literacy programs and initiatives within libraries.Â
Findings
Several themes of health literacy programs in libraries emerged: health literacy for older adults, underserved populations, the general public, healthcare professionals and medical students, and patients. Collaborations between libraries and community organizations were frequently utilized.Â
Practical implications
Librarians may use this review to understand the history of health literacy efforts and libraries in order to inform future programming. This review will contextualize current research on health literacy and libraries.Â
Originality/value
Despite the currency and relevance of this topic, there are no literature reviews on health literacy and librarianship
Of Research reviews and practice guides: Translating rapidly growing research on adolescent literacy into updated practice recommendations.
The demand for evidence-based instructional practices has driven a large
supply of research on adolescent literacy. Documenting this supply, Baye,
Inns, Lake, and Slavinâs 2019 article in Reading Research Quarterly synthesized
far more studies, with far more rigorous methodology, than had ever
been collected before. What does this mean for practice? Inspired by this article,
I investigated how this synthesis compared with the 2008 U.S. Institute of
Education Sciences practice guide for adolescent literacy. I also include two
contemporary documents for context: Herrera, Truckenmiller, and Foormanâs
(2016) review and the U.K. Education Endowment Foundationâs 2019 practice
guide for secondary schools. I first examine how these documents define
adolescent, reading, and evidence, and propose more inclusive definitions. I
then compare their respective evidence bases, finding that the quality and
quantity of evidence have dramatically changed. Only one of the 34 studies in
the 2008 U.S. practice guide met Baye et al.âs inclusion criteria in 2019, and
the average sample size in Baye et al.âs studies was 22 times as large as those
in the 2008 U.S. practice guide. I also examine the potential implications for
a new practice guideâs instructional recommendations and comment on the
expansion of research in technology, disciplinary literacy, and writingâtopics
scarcely covered in the 2008 U.S. practice guide but which have been extensively
researched since then. Finally, I call for revision of the U.S. practice
guide and the establishment of standing committees on adolescent literacy to
help educators translate the latest research findings into updated practices
College Students, Technology, and Time
Our research explores CUNY studentsâ lived experiences using digital technology in and out of class, on and off campus. Beyond checking grades or emailing a professor, students use digital technology to create space and time for their schoolwork. However, technology can also impede studentsâ opportunities for making space and time. Understanding how students use digital technology is crucial for colleges and universities to better support students in their academic work
Mapping the Growth and Demographics of Managerial and Professional Staff in Higher Education
This chapter presents a descriptive analysis of the growth of managerial and professional staff from Fall 1993 to Fall 2011 across institution types and sectors, and a detailed snapshot of the demographic composition of these staff in Fall 2016. Our results indicate tremendous growth in the population of nonâfaculty staff over time, and reveal key patterns in staff employment by gender and race/ethnicity.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/1/he20352.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/2/he20352_am.pd
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