Relevant bibliographies by topics / Community High School

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community High School'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Community High School"

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Galardi, Robert A. "Community High School—An Alternative." Educational Forum 58, no. 3 (September 30, 1994): 299–305. http://dx.doi.org/10.1080/00131729409335346.

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Sussman, Steve, Sande Craig, Thomas R. Simon, and Elisha R. Galaif. "School-as-Community Activity Selection at Continuation High Schools." Substance Use & Misuse 32, no. 2 (January 1997): 113–31. http://dx.doi.org/10.3109/10826089709027302.

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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.

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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
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신명직. "Cooperative Community and Folk High School." Journal of Seokdang Academy ll, no. 53 (July 2012): 83–127. http://dx.doi.org/10.17842/jsa.2012..53.83.

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Wrigley, Terry. "Monkseaton Community High School A School for the Future?" Improving Schools 4, no. 2 (July 2001): 3–6. http://dx.doi.org/10.1177/136548020100400202.

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Khanal, Jeevan, Freya Perry, and Sae-Hoon Park. "Leadership practices of principals of high-performing community high schools: Evidence from Nepal." Educational Management Administration & Leadership 48, no. 6 (October 29, 2019): 1026–45. http://dx.doi.org/10.1177/1741143219884076.

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Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.
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Coates, Peter. "Community cohesion at Wednesfield High School: the school at the heart of the community." Race Equality Teaching 25, no. 1 (January 1, 2007): 43–48. http://dx.doi.org/10.18546/ret.25.1.11.

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Hoffmann, John P., and Jiangmin Xu. "School Activities, Community Service, and Delinquency." Crime & Delinquency 48, no. 4 (October 2002): 568–91. http://dx.doi.org/10.1177/001112802237130.

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A common observation is that lack of involvement in communities is linked to a host of social problems, including delinquency. In response to this observation, youth are increasingly encouraged to volunteer for community service projects. Involvement in school activities is also seen as a way to attenuate delinquency. Yet little research has examined the simultaneous and unique impact of school involvement and community activities on delinquency. Using linked individual-level and school-level data, the authors investigate the impact of school and community activities on delinquency. The results indicate that community activities are related negatively to delinquency, especially in schools that are perceived as unsafe. However, race/ethnicity and percentage of minority students in the school condition the impact of school activities on delinquent behavior. In high-minority schools, African American students who participate in school activities are involved in more delinquent behavior, yet those in low-minority schools are less involved in delinquent behavior.
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Lockwood, Anne Turnbaugh. "High School Community Service: Research and Practice." NASSP Bulletin 74, no. 526 (May 1990): 53–58. http://dx.doi.org/10.1177/019263659007452611.

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Gonzalez, Juan, F. W. (BUD) Wagner, and Dennis Brunton. "Community Service Learning at Putnam High School." Equity & Excellence in Education 26, no. 2 (September 1993): 27–29. http://dx.doi.org/10.1080/1066568930260208.

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Dissertations / Theses on the topic "Community High School"

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Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
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Kisker, Carrie Bourdon. "Integrating high school and community college a historical policy analysis /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264609461&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Cox, Herbert Carleton Conaway Betty J. "Effect of a smaller learning community on students in a large high school." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5251.

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Johnson, Mark Steven. "The development of a professional learning community : one high school's experience /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7878.

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Hockett, Anne B. "High school senior college choice factors and influences." Thesis, Wingate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721096.

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This applied mixed method research study was undertaken to identify the college choice factors influential in the college choice decision-making processes of high school seniors, and retrospectively, college freshmen, in one rural NC public school system. Current high school seniors were surveyed; Randolph Community College freshmen, who were graduates of the same high school system, were interviewed. Quantitative data analysis was performed using chi square testing. Standard protocol for qualitative data collection and analysis was observed.

The most important finding of the study was the need for the college to understand the decision processes of millennials in college choice, while applying that generational information to the marketing and outreach strategies to which millennials resonate. In addition to targeted marketing to millennial high school seniors, results indicated program of study expansion was needed to increase the college’s market penetration of high school graduates. Findings will be used to increase the market penetration of the local community college with its service area’s high school graduates.

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Roberts, Matthew Thomas. "Community vision and the development of a small high school." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2511.

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The purpose of this study was to analyze the development and process of a small high school from the perspective of stakeholders. Research included semi-structured interviews with parents, students, teachers, administration, and other community members over a two-year period. Grounded theory methodology helped analyze the data and framed the study through process, interaction, and negotiation. Qualitative analysis of the data revealed that the development of a small school occurred in stages. Stages informed the process internally and extended to include a base of community support. Vision was a core category during the startup and implementation stages of development. Over time, the process included the building of relationships and program. This process also supported a stage of vision renewal in order to sustain vision and development.
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Suddards, Carol Anne. "Achieving school community through involvement, a case study of an urban high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24625.pdf.

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Sadler, John A. "Home/School/Community Factors Which Compete With Time High School Students Spend on Homework." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/3928.

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Home/school/community factors of student jobs, extracurricular activities, church activities, community activities, family activities, and television watching were examined to determine the relationship between these factors and the time students spent on homework. Two hundred forty-seven high school students were used as subjects. A student time log and questionnaire were developed and used to collect the data. Eight students were closely examined through case studies. When time spent on homework was correlated with time spent at a job, the results were strongly negative (r = -.89). Time spent on homework was moderately correlated (r= + .46) with time spent in extracurricular activities. When time spent on homework was correlated with time spent in family activities, the results were moderately negative (r= -.41 ). Time spent on homework was moderately correlated (r= +.64) with time spent in church activities. When time spent on homework was correlated with time spent watching television, the results were strongly negative (r = -.77). No statistically significant difference was found between the number of conflicts above average students reported doing homework and the number of conflicts below average students reported doing homework. A call was made for parents, students, and school personnel to beware of the possible negative effects of students spending excessive time at jobs, watching television, and in extracurricular activities.
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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615014.

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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.

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Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.

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This study describes the partnership between an urban community college and seven high schools from its inception. The purpose of the partnership was to increase the number of high school seniors transitioning into college-level math courses through the college math readiness program, an existing community college intermediate algebra course. In addition to archival records and documents, college math faculty, high school math teachers, administrators and staff, and college students were interviewed for this study. Four major challenges were identified in the following areas: student recruitment process, data management, lack of information to students, and collaboration among math faculty and math teachers. Despite all challenges, the partnership and the college math readiness program was perceived by stakeholders to be a successful program for the students and the institutions involved.
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Books on the topic "Community High School"

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Project, Exemplary Schools. Technical report: Corktown Community High School : Toronto, Ontario. Toronto: Canadian Education Association, 1995.

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Bryk, Anthony S. The high school as community: Contextual influences, and consequences for students and teachers. Madison, Wis: National Center on Effective Secondary Schools, 1988.

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Marcus, Fitzroy Nathaniel. An investigation into Guyana's community high school curriculum. Uxbridge: Brunel University, 1990.

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Lee, Shumow, ed. Promising practices for family and community involvement during high school. Charlotte, NC: IAP, 2009.

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Visher, Mary G. Aiming high: Strategies to promote high standards in high schools : interim report. [Washington D.C.]: New American High Schools, U.S. Dept. of Education, 1999.

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Fife (Scotland). Education Department. Kirkland High School and Community College: Information for parents. Glenrothes: Fife Council, 1999.

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No place but here: A teacher's vocation in a rural community. Hanover, NH: University Press of New England, 1996.

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No place but here: A teacher's vocation in a rural community. New York, N.Y., U.S.A: Viking, 1988.

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No place but here: A teacher's vocation in a rural community. New York, N.Y., U.S.A: Penguin Books, 1989.

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Federal Hocking High School (Stewart, Ohio), ed. A time to learn: Creating community in America's high schools. New York, N.Y: Dutton, 1998.

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Book chapters on the topic "Community High School"

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Weinstein, Rhona S., Charles R. Soulé, Florence Collins, Joan Cone, Michelle Mehlhorn, and Karen Simontacchi. "Expectations and High School Change: Teacher-Researcher Collaboration to Prevent School Failure." In A Quarter Century of Community Psychology, 311–41. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8646-7_16.

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Franklin, Barry M. "Community, Race, and Curriculum in Detroit: The Northern High School Walkout." In Curriculum, Community, and Urban School Reform, 57–79. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105744_3.

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Franklin, Barry M., and Richard Nye. "Smaller Learning Communities and the Reorganization of the Comprehensive High School." In Curriculum, Community, and Urban School Reform, 175–208. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105744_7.

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Teed, Melissa Ladd. "Crafting Community: Hartford Public High School in the Nineteenth Century." In Schools as Imagined Communities, 51–77. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_3.

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Khakim, M. N. L., I. Y. Afhimma, K. A. Wijaya, M. R. I. Ardiansyah, and Marsudi. "Infographic development of Blambangan Kingdom for history learning in senior high school." In Community Empowerment through Research, Innovation and Open Access, 120–26. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003189206-23.

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Lashley, Carl, Jewell Cooper, Jessica McCall, Joseph Yeager, and Christine Ricci. "Teacher Education Is Everybody’s Business: Northern Guilford High School—A Professional Development Community." In The Handbook of Leadership and Professional Learning Communities, 59–71. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101036_6.

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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement, 197–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Seitsinger, Anne M. "Examining the Effect of Family Engagement on Middle and High School Students' Academic Achievement and Adjustment." In The Wiley Handbook of Family, School, and Community Relationships in Education, 163–82. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch8.

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Jarman, Richard H. "The Green Fuels Depot: Sustainability, Education, and Undergraduate Research at the Community College." In Chemistry Education for a Sustainable SocietyVolume 1: High School, Outreach, & Global Perspectives, 31–44. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1344.ch003.

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Bunch, George C. "Chapter 9. Immigrant Students, English Language Profi ciency and Transitions from High School to Community College." In TheEducation of Language Minority Immigrants in the United States, edited by Terrence G. Wiley, Jin Sook Lee, and Russell W. Rumberger, 263–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692122-012.

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Conference papers on the topic "Community High School"

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Sulisworo, Dwi, Dian Artha Kusumaningtyas, and Trikinasih Handayani. "Self-Regulated Learning of Junior High School Students to Predict Online Learning Achievement." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.045.

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Nadeau, Michael, Bahar Modir, Robynne M. Lock, and William G. Newton. "Participation in an online community of high school physics teachers." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.nadeau.

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Lawitta, Riris, Lasmita Sihaloho, and Juli Arianti. "Vocational High School in Indonesia Facing ASEAN Economic Community (AEC)." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.28.

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Hasanah, Nur, Bada Haryadi, and Galeh Nur Indriatno Putra Pratama. "Vocational High School Readiness in Facing the ASEAN Economic Community." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.62.

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Utomo, Dwi Priyo. "The Patterns of Changing Mathematical Representations in Solving Mathematical Problems Among Junior High School Students." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.044.

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Lisbona, Guillermo. "BUILDING CHARACTER THROUGH PROMOTING THE COMMUNITY SERVICE IN HIGH SCHOOL STUDENTS AT VIARÓ GLOBAL SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0809.

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Komariah, Aan, and Cucun Sunaengsih. "A Model for School Management Capacity Building through Professional Learning Community in Senior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.12.

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Cahyaningrum, Retno. "Lawson Instrument: Analyzing Student’s Scientific Reasoning Skill in Junior High School." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.116.

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Wise-West, Tiffany, Michael Isaacson, Zachary Graham, and Melissa Hornstein. "Sustainable energy engineering internships for community college and high school students." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685136.

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Reynolds, Rebecca, and Idit Harel Caperton. "Comparison of middle school, high school and community college students' Wiki activity in Globaloria-West Virginia." In the 5th International Symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1641309.1641350.

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Reports on the topic "Community High School"

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.302.

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Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, July 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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6

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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7

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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