Partnerships, Policy, and Educational Change:
The Role of Mathematics and Science in K-16 Reform |
1 - 10 |
Patricia A. Maloney, Higher Education Consulting and Research
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Concerns about American competitiveness and innovation have led to increasing scrutiny of science, technical, engineering, and mathematics (STEM) education. Leaders in the higher education, business, and legislative communities have all issued calls for expanded opportunities and training in STEM fields to improve the skills of the U.S. workforce. Older arguments for change, including stronger alignment of K-12 and higher education curriculum and the overall reform of teacher preparation, are incorporated within these recent calls, and share similar policy and implementation challenges. This analysis identifies the National Science Foundation Math Science Partnerships program as an emblem of reform efforts within a dynamic policy environment.
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Language Preparation and the First Year Experience:
What Administrators and Policy Makers Should Know |
11 - 24 |
Jia Ren, University of Florida
Kisha Bryan, University of Florida
Youngkyoung Min, University of Florida
Youhua Wei, University of Florida
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Studying in a second language is probably one of the greatest challenges for international students. In this study, the relationship between language preparation and the first year graduate study among East Asian international graduate students in the United States was investigated in order to provide implications and suggestions for university administrators and policymakers. Language preparation before arriving in the United States and their first year experiences were explored in order to understand the challenges that East Asian international students face. The findings from 12 interviews reveal the first year academic experience of East Asian international graduate students and the needs of this population regarding university language support. In addition, the findings allow policymakers and higher education administrators to better understand the difficulties this population faces as well as the importance of support services and mentoring programs in ensuring their academic success in the United States.
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The Negative Commandments:
Ten Ways Urban Community Colleges Hinder Student Success |
25 - 33 |
Linda Serra Hagedorn, University of Florida
Athena I. Perrakis, University of San Diego
William Maxwell, University of Southern California
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This article highlights ten negative operative principles identified through focus group interviews conducted on 9 urban campuses with faculty, students, and administrators. Together with its sister paper “The Positive Commandments”, the list of operatives serve as an indication of appropriate practices.
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Can France give Education Action Zones a new life? |
34 - 47 |
Valerie A. Storey, Lynn University
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Schools are essentially expected to provide all students with the same educational opportunity despite where they live, or their ability levels. Education Action Zones (EAZs) and Zones d'Education Prioritaire (ZEPs) have been implemented to help eradicate the issue of student equity, promising innovation and a solution to inequalities evidenced in society and the school system. This policy looks to reduce inequalities and improve educational achievement in areas of disadvantage by nurturing partnerships, not only with parents, but also with the community, broader society, and other educators. The French government is rejuvenating ZEPs as a solution to recent urban unrest in Paris, packaging old wine in new skin. Yet to be determined is whether the zone concept will help to deliver improvements in recent social issues in France.
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| Book Reviews |
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Balancing Leadership and Personal Growth: A School Administrator’s Guide by Metzger, C. |
48 - 50 |
Reviewed by Twila D. Patten
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Re-Imagining Educational Leadership: An Invitation to Imaginative and Exhilarating Leadership by Caldwell, B.J. |
51 - 56 |
Reviewed by Kristina E. Esmiol
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