Framing, Supporting, and Tracking College-For-All Reform: A Local Case of Public Scholarship

Quartz, Karen Hunter; Murillo, Marco A.; Trinchero, Beth; Neri, Rebecca Colina; Jacobo, Sidronio

doi:10.1353/hsj.2019.0004

Cited by 7 publications

(9 citation statements)

References 62 publications

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“…Historically, many groups have been denied educational access, such as girls, students of color, immigrants, students with disabilities, and low-income students, and disparities in access and equity persist (Gándara & Rutherford, 2020). Especially pertinent in an early-21 st century context is the belief that all students should be prepared for and have access to postsecondary education (Quartz et al, 2019). From this standpoint, education for democracy "seek[s] to provide full collective participation in the search for the common good and the creation of critical citizens" (Apple, 2018).…”

Section: Education For Democracymentioning

confidence: 99%

Democratizing dual enrollment: Beyond economic rationales

Duncheon,

Hornbeck

2023

EPAA

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Dual enrollment (DE) is a popular reform in the United States that allows high school students to take college courses through partnerships between school districts and institutions of higher education. DE programs have been scaling rapidly, but participation is stratified by race and class, and research reveals little about the quality and content of DE courses. These limitations stem, in part, from a lack of theorizing around what purpose DE reform can and should serve, both in the lives of youth and for communities writ large. Situated in literature on the purpose of education in capitalist democracies, this study employs qualitative content analysis to examine the rationales for DE coursework, as depicted in state-level policy documents. Findings indicate that DE policy rationales are depicted almost entirely in neoliberal economic terms. We argue that, while economic benefits are important, the almost exclusive emphasis on economic outcomes has led to rapid scaling of a curricular reform with insufficient attention to teaching, learning, and equity. To maximize the potential benefits of DE reform, we call for imagining its democratic possibilities.

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Section: Education For Democracymentioning

confidence: 99%

Democratizing dual enrollment: Beyond economic rationales

Duncheon,

Hornbeck

2023

EPAA

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“…Preuss and Gompers by UCSD, Cal Prep by Berkeley, the UCLA Community School and Mann UCLA Middle School, near or on their campuses emerged to develop educational practices for the education of underrepresented youth, conduct basic and design research on the suitability of those practices, and assist other schools develop "college going cultures of learning" (Mehan, 2012;Quartz et al, 2019;Weinstein & Worrell, 2016). For several years, Berkeley, UCLA, UC Davis, and UC San Diego colleagues collaborated to create the conditions required to achieve high-quality public schooling for low-income students of color, inform national and state-level policy on the causes of under-representation, and develop remedies to the injustice of underrepresentation (Quartz et al, 2017).…”

Section: Preuss As a Model Schoolmentioning

confidence: 99%

The serendipity of connections and their consequences

Mehan

2020

edrev

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This essay is an account of how, throughout my 40-year career as an educational researcher and professor of Sociology and Education, mostly at the University of California, San Diego, I have tried to live my commitments to excellence and equity in practice to create a more just educational system. These values permeate my story, which is presented here in two parts. In the first part, broadly spanning 20 years, I focused on uncovering the roots of the seemingly inexorable social fact of educational inequality in US K-12 education, mainly through studying some of the policies and practices that produce those inequalities. My findings showed consistently that students of color from low-income backgrounds did not fare as well as their middle-income “majority” contemporaries. In the last 20 years, I have attempted to build educational environments that might produce more equitable possibilities for underprivileged young people based on the research that uncovered the stratifying practices that produced educational inequalities.Many of the directions that my professional career took were not thoughtfully and carefully planned. My participation in various projects was not entirely free, totally independent, or completely rational. They were often not entirely of my own making. Instead, I often responded to opportunities presented to me. In fact, I think that the concept of serendipity accounts well for the relationships that shaped my career trajectory.

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“…A combination of online and offline education in all aspects of the curriculum can be implemented effectively [5]. Blended teaching is a combination of traditional classroom and online learning, a mixture of structured and unstructured learning, personalized learning and real-time collaboration, theory blending, and resource blending among several other aspects [6]. e various teaching factors are integrated to effectively complement each other, while how to effectively integrate online courses and traditional classroom education needs further research [7].…”

Section: Introductionmentioning

confidence: 99%

An Empirical Study on Innovation of College Blended Teaching under Big Data Analysis

Xie

Tsai

2021

Mathematical Problems in Engineering

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With the advent of the information age, the way people obtain information has changed profoundly. The wave of informationization in higher education has also come with it, and the teaching mode, teaching content, and teaching form are constantly innovated. How to organically integrate information technology into education teaching in order to care for learners’ learning experience and promote the cultivation of new talents is an issue that current educational technology researchers need to pay great attention to. This paper first builds a complete blended teaching model of public English for higher education, but its application effect needs to be further examined. This paper is an investigation in the background of the current era to build a blended teaching model. Based on the continuous development of the era, the ideology and application technology of this field will keep upgrading, so the teaching model also needs to be changed and updated according to the characteristics of the development of the era. The investigation of mixed teaching modes is not permanent. The investigation of the mixed teaching mode is not permanent. At present, only a few courses apply the blended teaching mode. On the basis of the continuous updating of teaching concepts and the latest technologies, it is foreseen that the focus of subsequent investigations will be on the individualized development of the blended teaching mode.

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Framing, Supporting, and Tracking College-For-All Reform: A Local Case of Public Scholarship

Cited by 7 publications

References 62 publications

Democratizing dual enrollment: Beyond economic rationales

Democratizing dual enrollment: Beyond economic rationales

The serendipity of connections and their consequences

An Empirical Study on Innovation of College Blended Teaching under Big Data Analysis

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