Post-secondary Level Research Articles

“Do we really need this class?”: Former K-12 Teachers Transitioning to Teaching as University Faculty

Background: It was the purpose of this study to investigate graduate students’ perceptions and the processes related to learning to teach at university/college level using socio-cultural theory and ecological systems. . Methods: A survey based on Bronfenbrenner’s Ecological Systems (1977) and a Knowledge –Confidence-Usefulness instrument (Barton-Arwood, Morrow, Lane & Jolivette, 2005) was administered to graduate students four times (N=10). Four interviews, class observations and document analyses were also conducted. Descriptive statistics were calculated for the survey data and interview data were analyzed via constant comparison. Results: Findings showed high internal consistency reliability of the items (>.93) and that graduate students’ perceptions of their experiences to prepare to teach at the university level were quite positive. Themes were related to being confident, having the potential to be effective at the post-secondary level, and a mismatch between experiences and expectations. Using the emergent process model of Chi and colleagues (2012), overall perceived dynamics (macro level), the individuated university agents/students within the socialization process (micro level) and the social subgroups into which the agent/student network (meso level) support an ecological form of faculty development. Conclusions: Results provide support for an ecological systems model as well as insights into faculty teaching development.

THE PARADOX OF THE PILL: HETEROGENEOUS EFFECTS OF ORAL CONTRACEPTIVE ACCESS

The twentieth century saw dramatic increases in nonmarital births, concentrated heavily among poor and working‐class women. In this paper, we investigate whether the oral contraceptive pill played a causal role in the rise of nonmarital births. Exploiting exogenous variation in laws governing access to the pill, we find that changes in marital access to the pill increased the nonmarital birthrate by between 15% and 18%, accounting for about one‐third of the overall increase in nonmarital births. These effects are concentrated almost entirely among women whose fathers did not graduate high school and among minority women. We also document that the pill increased spacing between first and second births, and lowered the probability that a woman obtained a high‐school diploma, consistent with increases in nonmarital births. We find no evidence that postsecondary education levels were influenced by pill access, and no evidence that nonmarital births move with male employment patterns. Our findings add to a growing literature which documents the power of the pill to shape women's lives in broadly heterogenous ways, with minority and less‐well‐educated women bearing the brunt of the losses, a phenomenon we call the paradox of the pill. (JEL J12, J13, I24)

Exploring the physical activity and screen-viewing-related knowledge, training, and self-efficacy of early childhood education candidates

BackgroundEarly childhood educators greatly influence young children’s physical activity and screen-viewing behaviours in childcare. However, educators have requested additional training in physical activity programming, and one logical place to provide this education is during their pre-service schooling. This study explored the physical activity and screen-viewing-related knowledge, training, and self-efficacy of early childhood education (ECE) candidates across Canada, to determine their confidence and ability to facilitate physical activity opportunities and limit screen-viewing among young children in childcare.MethodsKey program personnel at 61 (of 110) Canadian colleges/universities offering an ECE program agreed to participate in this cross-sectional study. An online survey (112 items; 9 domains), developed by experts using the Tailored Design Method, was administered via Qualtrics© to a sample of 1292 ECE candidates. Descriptive statistics, Mann-Whitney U-tests, and chi-square tests were used to report participant demographics and physical activity and screen-viewing-related knowledge (i.e., of physical activity and screen-viewing concepts), training (i.e., physical activity and screen-viewing courses/content received), and self-efficacy (i.e., to facilitate physical activity and limit screen-viewing in childcare) of candidates.ResultsECE candidates exhibited the least amount of knowledge regarding the impact of screen-viewing on physiological outcomes (i.e., blood pressure) in young children. Further, only 32.2 and 26.7% of candidates reported completing physical activity or screen-viewing courses during their post-secondary training, respectively. Candidates who completed one or more physical activity or screen-viewing courses exhibited significantly greater (p <.05) self-efficacy than those without such training related to ensuring children were engaging in adequate moderate-to-vigorous physical activity (MVPA). Confidence to limit screen time did not differ. Candidates reporting meeting national physical activity recommendations (i.e., 150+ minutes of MVPA/week) exhibited significantly greater (p <.05) physical activity-related self-efficacy than those not meeting these guidelines.ConclusionsFindings from this work highlight both the need for and the potential of supplementary physical activity and screen-viewing content in post-secondary ECE programs to benefit candidates’ knowledge and self-efficacy in these areas. Introducing this content at the post-secondary level will ensure that all early childhood educators are appropriately trained regarding physical activity and screen-viewing before entering a childcare-based profession, where they can positively influence young children’s health behaviours.

Navigating This Perfect Storm

This article exposes and explores what has become a perfect storm of sorts for educators at the secondary and postsecondary levels: a set of educational standards that encourage a reverence before texts and ignore the role a reader plays in the construction of meaning, the widespread use of the Internet and related technologies that promote passivity, and a political administration that releases fake news, denounces real news as fake, and provides what it calls “alternative facts.” Considering these elements independently, as well as the potentially calamitous consequences of their convergence, this article sounds a warning about these consequences and details how instructors at the secondary and postsecondary levels might respond.

The Complementarity of Education and Use of Productive Inputs Among Smallholder Farmers in Africa

This study seeks to assess the complementarity of education and use of use of agricultural inputs–improved seeds, fertilizers, access to credit facilities (loans)), and the incremental effects of education on intermediate to longer-term economic outcomes (consumption expenditure and poverty) among smallholder farmers in four countries in SSA Africa (Ethiopia, Malawi, Nigeria and Tanzania). We apply a multinomial endogenous treatment model with education as our ‘treatment’ variable (variable of interest) with four possible levels (no-schooling, primary, secondary, post-secondary). The empirical model jointly estimates ‘treatment’ and selection effects and by this corrects for selection into one or the other education level. Using nationally representative LSMS panel data allows us to comprehensively assess the impact of education on the outcome variables. Overall results suggest that higher education (secondary and post-secondary level) significantly increases the use of improved seed varieties and fertilizers, access to credit services, and per capita consumption expenditure and consequently reduces household poverty. Specifically, findings suggests that post primary education (secondary and post-secondary levels) is by far the most important factor in use of productive inputs than mere introductory literacy and primary learning. For instance, having completed post-secondary education – compared to secondary level of education – increases access to credit services by 49% in Ethiopia, 41% in Nigeria and a whopping 126% in Tanzania. Similarly, completing secondary level of education (compared to primary level) would increase log per capita consumption expenditure by 14% in Ethiopia, 22% Malawi, 9% in Nigeria and 21% in Tanzania but completing tertiary level would further increase household per capita consumption expenditure by about 14% in Ethiopia, 20% in Malawi, 15% in Nigeria, and 45% in Tanzania. These findings augment the conclusion that schooling have positive impacts for the farmers and their households’ well-being. Our findings are of policy relevance to most SSA countries currently grappling with rising urbanization, high youth unemployment, and acute skills shortage.

Perceptions of Risk, Lives in Sacrifice: Service, Learning, and Liberation Pedagogy in Appalachia

Author(s): Wies, Jennifer | Abstract: In the Appalachian mountains, residents experience disproportionately high rates of poverty, exorbitant rates of incarceration, above-average mortality rates across the lifespan, and epidemically low educational attainment rates. The complexities of this region prompt consideration of the possibilities for an anthropology-inspired, liberation-focused pedagogy to redress structural inequalities. Experiential pedagogical approaches to learning mobilize students and communities toward common goals, though barriers exist to implementing these methods, including resource constraints and concerns about effectiveness. Amidst internal and external pressures on the teaching and learning of anthropology at the postsecondary level, this paper explores a case study in which students in a medical anthropology service-learning course partnered with the community to understand two broad areas: 1) perceptions of risk and control related to environmental hazards, and 2) motivation for participating in civic action. Student field notes and field work reflections provide data illustrating the way the project supported student learning of anthropology content as well as identity transformation. Using this case study, this paper first addresses the possibility of meaningfully engaging in community-based research while meeting course-based student learning outcomes. Second, this paper examines the operationalizing of anthropology methods to develop a process for measuring the impact of service-learning in anthropology courses, specifically related to anthropology content. Lastly, this paper considers the extent to which we can measure transformations of identity that result from immersive anthropology experiences. The results of this case study show that service-learning is a mechanism for both community-based research collaboration and measurable, positive impacts on student learning.

DEVELOPING A STATISTICAL LITERACY ASSESSMENT FOR THE MODERN INTRODUCTORY STATISTICS COURSE

The purpose of this study was to develop the Basic Literacy In Statistics (BLIS) assessment for students in an introductory statistics course, at the postsecondary level, that includes, to some extent, simulation-based methods. The definition of statistical literacy used in the development of the assessment was the ability to read, understand, and communicate statistical information. Multiple instruments were available to assess students in introductory statistics courses; however, there were no assessments available that focused on statistical literacy. Evidence of reliability and validity were collected during the development of the assessment. Evidence of reliability and validity was high; however, more items with high difficulty levels could increase the precision in estimating ability estimates for higher achieving students. First published November 2018 at Statistics Education Research Journal Archives

Pursuing Reconciliation: The Case for an Off-Reserve Urban Agenda

Under the current government, Ottawa has significantly increased funding of basic social services (health, education, social assistance and housing) for Indigenous peoples living on-reserve. Overall, these have been worthy exercises in pursuit of reconciliation with those First Nation people wishing to live communally. According to two measures of poverty, rates of poverty among Metis and Inuit are higher than among the non-Indigenous majority, but the most severe poverty exists among those identifying as First Nation. However, census figures show that those who are eligible to live on-reserve are increasingly, choosing to migrate off-reserve and into cities. Today, among all who identify as First Nation, only a third live on-reserve. Although, on average, those who identify as Indigenous and live off-reserve fare better than those on-reserve in terms of education, employment and income, there remains a substantial gap between this group and the non-Indigenous population in all three areas. In view of these trends, reconciliation requires not just an on-reserve agenda, but also an off-reserve urban agenda. An examination of census data and a major survey of off-reserve Indigenous people this century yields three conclusions. The first is that the majority of First Nation people now live in a city; the majority of Metis now live in a large city. Moreover, most urban Indigenous people do not intend to return permanently to their original rural communities, or to reserves. The second conclusion from recent census data is that, for all identity populations, employment earnings and employment rates are positively associated with education level. Closing the education gap between Indigenous and non-Indigenous people would reduce significantly the earnings gap between the two groups. A third conclusion is the importance of the role of provincial governments in closing the earnings gap between Indigenous and non-Indigenous people. To the extent that successful reconciliation between the two groups entails enabling the next generation of Indigenous Canadians to escape poverty, achieving better K-12 and post-secondary education levels among them must be a high priority. Given that two-thirds of the First Nation population live off-reserve and that one-third of children living on-reserve attend off-reserve (largely provincial) schools, it is of paramount importance that provincial education ministries participate centrally in pursuing this goal. If the provinces were to pursue an aggressive off-reserve education strategy, there should be no illusion that the education gap between the Indigenous and non-Indigenous populations could be closed quickly. Such a strategy would require extensive policy discussion with Indigenous leaders, senior public school administrators, education faculties responsible for training teachers, and teachers’ unions. It no doubt would require a significant increase in provincial pre–K-12 education budgets. To sum up, the federal government has accorded reconciliation a high priority in terms of respect for treaty rights and increased funding for on-reserve services. To date, neither Ottawa nor the provinces nor the leaders of Indigenous organizations have given comparable financial and political priority to realizing goals – education goals in particular –among the majority of the Indigenous population that lives off-reserve.

A Narrative Analysis Examining Influential Factors of a Minority Research and Training Program.

The implementation of minority research and training programs at the postsecondary level has risen to close the educational achievement gap and generate a highly skilled and diverse science workforce. Numerous studies identify interventions influencing positive outcomes among minority research and training participants achieving graduate degrees. However, many of these studies utilize quantitative methods. To capture student voices and rich descriptive experiences, this study utilized a multiple case study featuring a narrative approach. Cross-case analysis identified four factors influencing matriculation into advanced degree programs: belonging and inclusion, peer mentoring, confidence as a scientist, and family influence. Findings from this study expand the current body of knowledge and provide implications for practice to better serve underrepresented students in the science, technology, engineering and mathematics disciplines.

Read, Understand, Learn, & Excel (RULE): Development and Feasibility of a Reading Comprehension Measure for Postsecondary Learners.

There is a lack of quick, reliable, and valid standardized reading comprehension assessments appropriate for postsecondary readers. We attempted to address this gap by designing Read, Understand, Learn, & Excel (RULE), a reading comprehension measure that employs sentence verification and recall tasks to assess reading comprehension. This article describes the exploratory study undertaken to construct RULE and then examines the preliminary concurrent validity and alternate form reliability of this measure. The RULE measure was first developed by designing reading stimuli, test items for the sentence verification task, and directions for the recall test for 2 forms based on previous work (Griffiths, Sohlberg, Kirk, Fickas, & Biancarosa, 2016). Thirty undergraduate students who identified themselves as typical readers were administered the RULE measure as well as the Nelson-Denny Reading Test (Brown, Fishco, & Hanna, 1993). Students also completed questionnaires and participated in informal interviews to provide information regarding study and learning habits and academic background. There was preliminary evidence of alternate form reliability between the sentence verification task sets of 2 chapters of RULE (r = .38, p < .05). Preliminary evidence for concurrent validity between RULE and the Nelson-Denny Reading Test was provided by correlation coefficients in the low to moderate range (.03-.38). RULE design and preliminary findings of concurrent validity and alternate form reliability provide "proof of concept" for an ecologically valid testing format that assesses comprehension skills appropriate for the postsecondary level. Suggestions for strengthening validity and reliability of the tool are provided, and clinical contributions of RULE are discussed. https://doi.org/10.23641/asha.6987371.

Do Course-Based Service Learning Programs Offer More Benefits to Students than Non-Course-Based Programs? The Research Says “Yes”

This article examines the qualitative and quantitative differences between course-based service learning programs and non-course-based service programs at the post-secondary level. A review of the research to date reveals greater benefits for students who participate in course-based community service compared to participation in non-course-based service. The course-based model&amp;rsquo;s cognitive component of organized reflection appears to be the key contributing factor that produces benefits superior to the non course-based approach, both in number and quality. Based on these findings, post-secondary institutions using non-course-based service learning program should consider changing to the course-based model.

All Companies Are Technology Companies: Preparing Canadians with the Skills for a Digital Future

In a time of increased digitization, disruptive technologies, and the Internet of Things, dependency on information and communication technology (ICT) increases. As the differences between the traditional and technology spheres narrow, organizations of all types will need talented individuals who can navigate the digital world. However, identifying the precise mix of skills is easier said than done. Canada’s continued economic growth will require more than a workforce of trained coders; it will need a workforce with a well-rounded set of skills for non-technical and technical employees alike. Drawing on specific examples of programs designed for skills development at the post-secondary level, this article explores practical ways to cultivate a broad skill set by immersing post-secondary education students into the workplace and by engaging them in private-sector research environments.

Applying the ambitious science teaching framework in undergraduate biology: Responsive talk moves that support explanatory rigor

AbstractOrchestrating opportunities for students to engage in scientific talk in the classroom is challenging for most teachers and even more so for novice teaching assistants (TAs) who typically instruct introductory science laboratories at the postsecondary level. This study was designed to understand how TA moves are related to instances of scientific discourse in the classroom (meaning discourse that includes a high degree of explanatory rigor). For this, we examined the enactment of a planned “elicitation discussion” that took place in 26 sections of a general biology laboratory for nonscience majors. Our research was driven by two‐related questions: What patterns of discourse emerged? What TA discursive moves were related to high levels of explanatory rigor in student talk? Using conversation analysis, four distinct patterns of discourse were identified, each representing different levels of explanatory rigor. Regression analysis revealed that the type of question the TA used to initiate classroom talk was not significantly related to the students’ explanatory rigor. Rather, the most important aspect of TA talk for elevating the explanatory rigor of student discourse was TA responses to student contributions to TA's initiating questions. The implications of these findings for TA professional development are discussed.

Writing and Achievement at University as Individualistic or Social Practices: Two Latino Undergraduates’ Contrasting Approaches to Academic Success

ABSTRACTAlthough Latino enrollment has increased at postsecondary institutions, this minority population is not graduating at the same rate as others. The current study looks at the intersection of educational success stories and writing practices of two upper division Latino students, Martin and Raquel, at a large public U.S. university. Using Bourdieu’s (1977, 1991) theories of symbolic capital and agency, the study addresses how the students’ stories reflect their approach to academics, specifically during the writing process. The study found that despite similar demographic backgrounds, the students greatly differed in their approaches to academic success and the writing process. While Martin adopted an individualistic approach, Raquel relied on social structures to help with the academic and linguistic capital needed to succeed in college. Moreover, while Raquel graduated from university, Martin did not. The study concludes with discussing which approach might be more useful for academic achievement at the postsecondary level.

Examining the (Lack of) Effects Associated with Leadership Training Participation in Higher Education

This study examined the differences between a multi-campus sample of university students who reported consistent participation in formal leadership development programs (n=414) and a comparison sample (n=153) with no prior experience across three diverse post- secondary institutions in the United States. Both samples were matched with regard to gender and racial identity, prior self-reported high school leadership training experience, and self- reported possession of formal leadership positions in co-curricular student organizations. Results suggest that students who report past consistent participation in postsecondary leadership training report levels of leadership capacity no different than those with no training. In addition, like their peers they also possess a cognitive model of leadership capacity that fails to differentiate leader self-efficacy, motivation to lead, and leadership skill.

Level of Educational Attainment (LEA) and IQ Indicators: A Case Study Approach

This paper examines the constructs “Level of Educational Attainment” (LEA) and “Intelligence Quotient” (IQ) using a Case Study Approach based in current United States political conflicts and debates between U.S. Representative Maxine Waters and U.S. President Donald Trump. Specifically, the researcher examines U.S. President Donald Trump’s claim that U.S. Representative Maxine Waters, a democratic member of the U.S. Congress from the State of California, is a “low IQ individual”. The researcher examines IQ indicators and focuses on the Level of Educational Attainment (LEA) of Trump and Waters by accessing, analyzing, and interpreting the most current vital data on Level of Educational Attainment (LEA) at the post-secondary level, specifically examining both parties’ (Trump and Waters) LEA in relation to the population samples within their age groups. Additionally, the researcher briefly looks at the life circumstances of both Donald Trump and Maxine Waters to make an educated conclusion about both leaders’ levels of intelligence and IQs.

Rheumatic heart disease awareness in the South West region of Cameroon: A hospital based survey in a Sub-Saharan African setting.

BackgroundEarly diagnosis and adequate treatment of Group A streptococcal throat infection is an important initial stage in the primary prevention of acute rheumatic fever and rheumatic heart disease. This preventable condition associated with high mortality rates mandates a thorough understanding by the general public and the health.ObjectiveThe aim of the study was to assess the level of awareness about different aspects of rheumatic heart disease in patients coming to the outpatient department of the Buea regional Hospital, South West region of Cameroon.MethodsThis was a cross-sectional descriptive study carried in the outpatient department of the Buea Regional Hospital, Cameroon. The study population was adults and children aged 9 years and above. Data collection was done by using a self-administered questionnaire addressed to assess awareness on rheumatic heart disease.ResultsA total of 256 participants were interviewed, of which 70 (27.3%) were males. Their mean age was 34.4 ± 11.9 years (males: 36.2 ± 12.7 years versus females: 33.7 ± 11.6 years, p = 0.129). Most of the participants were in the 20 to 29 year old group (37.9%). More than two thirds (71.1%) of the participants reported having had sore throat at least once. The disease was treated with antibiotics in only 45.4%, with the treatment prescribed by a health care professional in 35.8% of the cases. About 73% of the respondents did not know what causes sore throat, and most (71.1%) were unaware of any complications that could arise from poorly treated sore throat. More than 70% of the participants did not know that sore throat can be associated with heart disease. Rheumatic heart disease was unknown to 82% of the participants and 95% of them did not know what causes RHD. Only 5.1% percent of the participants had an adequate knowledge of RHD. Age ≤ 35 years, post-secondary level of education, and having heard of RHD were significantly associated with an adequate knowledge. After adjusting for age, post-secondary education (aOR: 9, [95% C: 1.2–67.5], p = 0.019), and having heard of RHD (aOR: 18.1, [95% CI: 4.7–70.3], p<0.001) were still associated with a fair knowledge.ConclusionsLevels of knowledge and awareness on rheumatic heart disease is low. This study provides important insight into the perception and practices related to sore throat that can be used in the design of awareness activities aimed reducing the risk of RHD in Cameroon. The appropriateness of antibiotics prescribed, and the health care provider awareness and knowledge levels regarding RHD in Cameroon has not been reported yet in the literature. This grey area deserves more research.

Exploring the Relationship between Extensive Reading, Second-language Grammar Knowledge and Writing Ability

Some research indicates that extensive reading (ER) supports second language grammar and writing development. However, there is as yet limited research with adult English learners. Therefore, this research aims to evaluate the relationship between ER and the development of grammar knowledge and writing ability in post-secondary level EFL learners. The study addressed some limitations in previous research by providing access to a wider variety of books, including limited accountability and more teacher modeling. Korean postsecondary EFL learners engaged in ER over one semester. Their Grammar knowledge development was measured by gain scores from standardized pre- and post-tests of structure and written expressions. Essays were assessed using a rubric developed for EFL writers that included criteria for rhetorical organization, knowledge of lexis and idiomatic expressions, grammatical competence, mechanics, and register knowledge. Results were somewhat mixed. Pre and post grammar test comparisons revealed a significant difference in grammar knowledge. However, contrary to most prior research, all correlational results showed no significant relationship between the amount of time spent reading or number of words read and grammar knowledge gains or end-of-course essay grades. These findings suggest that using ER in a semester-long course for undergraduate EFL learners may not be enough to enhance their grammar knowledge development or writing ability. (Pusan National University)

Teaching English pronunciation to multi-dialect first language learners: The revival of the Lingua Franca Core (LFC)

The global spread of English as the world lingua franca has an impact on the goals of teaching pronunciation, where ‘comfortable intelligibility’ should be the goal rather than native-like pronunciation. Jenkins (2000) proposed the Lingua Franca Core (LFC), a syllabus that includes a list of phonological features that are, arguably, the minimum required to result in intelligible communication among non-native speakers of English (NNSs). This study has rethought the contents of this list for Arab learners. To this end, the intelligibility of 50 L1 Arabic learners of English at post-secondary level was evaluated by 18 non-Arab speakers using the buzzer technique, and an index has been developed for unintelligible utterances in the speakers' speech samples. The findings support most of the core features in the LFC except for the quality of the long vowel /ɜː/, rhotic /r/, and word stress in words of more than two syllables. These findings are used to propose a revised version of the LFC syllabus for Arab learners.

Reliability Generalization of the Motivated Strategies for Learning Questionnaire: A Meta-Analytic View of Reliability Estimates

A reliability generalization meta-analysis was performed to explore the relationship between study factors and levels of alpha reliability for the 15 subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ has been widely adapted over the past 25 years to investigate the role of motivation and strategies in learning, primarily at the postsecondary level. A literature search from the years 1991 to 2015 yielded 295 peer-reviewed journal articles and 1,369 alpha reliability coefficients. Articles were coded for six potential moderator study variables. A novel varying coefficient (VC) model was adopted to determine average reliabilities across studies for each subscale and to perform multiple regression analyses to identify study variables that may moderate alpha reliability estimates. Commonality analyses were used to aid in interpretation of regression results. Meta-analyzed alpha reliabilities were lower than values published in the test manual for all but three of the subscales. Ability of specific moderators to predict score reliability varied across subscales; however, studies in North America, in English, or using a 7-point response scale generally corresponded to increased reliability estimates. Knowledge of expected levels of score reliability under varying sample and study conditions may provide useful information for researchers planning future use of the MSLQ.