Predictors of college adjustment and success: Similarities and differences among Southeast-Asian Americans

The role of students\u27 family backgrounds and rapport with instructors and peers as predictors of five indices of the adjustment and success were examined, for a cohort of 150 Southeast-Asian-American, Hispanic and White college students. Ethnic differences emerged for nearly all predictor and outcome measures. Discussion of these patterns includes consideration of the origins of a learned-helpless profile characteristic of many of the Asian-American students and of a mastery orientation characteristic of many of the Hispanic and White students

Instructional support and demands: Helping teachers help students meet increasing academic standards

Suggests a framework for pre-service and in-service teachers to help them think about the constellation of demands new policy initiatives would impose on students. Kinds of instructional supports; Compensations; Theme of problems; Re-examination of data

Service-learning as a tool for enhancing student outcomes in a college-level lecture course

This article reports on the effects of infusing a 20-hour per semester service-learning requirement into a large Introductory Child Development course. Analyses of student outcomes on course assignments revealed that the 166 students in the service-learning cohorts (2 classes) out-performed the 309 students who took the course during the three semesters prior to the introduction of the service-learning requirement. The advantage for the service-learning students appeared to stem primarily from stronger performance on narrative assessments (midterm and take-home final essays), and appeared to manifest itself only later in the semester. Analyses of students’ journals confirmed that students reflected thoughtfully about links between what they were learning in lecture and from course readings, and the hands-on experiences they were having at their service-learning placements. Discussion focuses on the parameters that appear to delimit the academic advantages of service-learning

Lessons learned from the It Takes a Valley program: recruitng and retaining future teachers to serve high-needs schools

“It Takes a Valley” is a teacher preparation program that aims to recruit and retain teachers in schools that serve students from low socioeconomic backgrounds. This program provides future teachers with extensive early teaching experience and chances to develop strategies for success in this type of educational context. The theoretical basis for this program\u27s approach is examined, some key aspects of the program are considered, the initial evaluation of the program and the lessons learned to date are explored, the challenges and growing pains encountered by the program are examined, and the implications of the program for teacher education are discussed

Meeting the Need for K-8 Teachers for Classrooms with Culturally and Linguistically Diverse Students: The Promise and Challenge of Early Field Experiences

The writers present the findings of their study focused on teacher learning through early fieldwork experiences to address the problem of teachers working with a culturally and linguistically diverse student population. Data were analyzed from an archive collected from approximately 500 students enrolled in six undergraduate child development courses at three state university campuses located in urban areas of California. Findings suggest that early field experiences provide participants with opportunities for career goal clarification, and the context of field experience is significant and may lead to outcomes beyond the initial goal of the experience

Silicon Valley Partnership for Recruiting and Preparing Quality Teachers For Students in High Needs Schools: It Takes A Valley

The old African proverb, It takes a village to raise a child seemed apropos as the team members discussed our shared commitment to recruiting and retaining quality teachers for our children. However, we are not a village, we are the Silicon Valley hence, It takes a valley to raise the teachers, specifically prepared for the children in our valley who are struggling in high need schools

Applied Computing for Behavioral and Social Sciences (ACBSS) Minor

The growing digital economy creates unprecedented demand for technical workers, especially those with both domain knowledge and technical skills. To meet this need, an ACBSS (Applied Computing for Behavioral and Social Sciences) minor degree has been developed by an interdisciplinary team of faculty at San José State University (SJSU). The minor degree comprises four courses: Python programming, algorithms and data structures, R programming, and culminating projects. The first ACBSS cohort started in Fall 2016 with 32 students, and the second cohort in Fall 2017 reached its capacity of 40 students, 62% of whom are female and 35% are underrepresented minority students. Considering ACBSS students’ interest in human behavior and society, pedagogical approaches using relevant examples and projects have been developed and integrated throughout the program. Preliminary assessments show that students appreciated learning programming skills with which to expand their career opportunities while gaining confidence in studying technical subjects. These results show that ACBSS, an interdisciplinary computing education program, offers a promising model in providing computing education to more diverse students for the 21st-century digital workplace