Thriving in Transitions: A Research-Based Approach to College Student Success.
Thriving in Transitions: A Research-Based Approach to College Student Success.
复制标题
在转型中蓬勃发展：基于研究的大学生成功方法。
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Denise D. Nelson
中科院分区：
文献类型：
--
作者：
L. Schreiner;M. C. Louis;Denise D. Nelson
其中一些案例感觉就像是在阅读几十年前的事件，尤其是在涉及课程和教学主题的章节中。案例 10（迈克尔·E·詹宁斯）记录了一所大学非裔美国人研究学术项目的不稳定性——他的叙述非常类似于该学术领域的历史出现，描述了组织和学生身份群体的斗争（Rojas，2007）。案例 11（Kenneth J. Fasching-Varner 和 Vanessa Dodo Seriki）的特点是，该部门将多样性和公平作为教学的核心组成部分，口头上承认多样性的价值，但每天都拒绝在课堂上实现它。在案例 14 中，Roderick L. Carey 和 Laura S. Yee 对师生互动进行了分析，这些分析清楚地表明了将社会正义定位为课堂体验核心的微观过程。本案例与案例 12（Shirley Mthetwa-Sommers）、案例 13（尤金·奥罗佩扎·藤本）和案例 15（布伦达·G·华雷斯和克利夫兰·海耶斯）一起强调了规范性排他性思想是大学最日常工作中普遍存在的挑战——体现在教学、晋升和终身教职、教师招聘和部门互动中。编辑们的真实性是显而易见的。各章节的内容提供了具有启发性的分析以及促进变革的真实行动模式。此外，与 CRT 的本质保持一致，这项学术成果超越了学术规范的传统参数——打印了开头章节和总结章节的英语和西班牙语版本。与书中所呈现的案例一致，提供双语版本学术成果的努力集中体现了与占领相关的直接行动类型。此外，在许多方面，本书通过扩展我们对高等教育合法包容模式的概念来实现其目标。参考
of the cases feel as if one is reading about events from decades ago, especially in the chapters that address curriculum and teaching topics. Case 10 (Michael E. Jennings) documents the instability of an African American Studies academic program at one university—his account very much resembles the historical emergence of this academic field depicting both the organizational and student identitygroup struggles (Rojas, 2007). Case 11 (Kenneth J. Fasching-Varner & Vanessa Dodo Seriki) features the praxis of situating diversity and equity as central components of teaching in a department that pays lip service to the value of diversity but resists realizing it each day in the classroom. In Case 14, Roderick L. Carey and Laura S. Yee present analyses of teacher–student interactions that make evident the microprocesses of positioning social justice as central to the classroom experience. This case, along with Case 12 (Shirley Mthetwa-Sommers), 13 (Eugene Oropeza Fujimoto), and 15 (Brenda G. Juarez and Cleveland Hayes), underscore the manner in which normative exclusionary ideas are pervasive challenges in the most routine work of universities—surfacing in teaching, promotion and tenure, faculty hiring, and departmental interactions. The editors’ authenticity is palpable. The content of the chapters offers provocative analyses coupled with real models of action to promote change. Further, keeping with the essence of CRT, this piece of scholarship exceeds traditional parameters of academic norms—printing both English and Spanish versions of the opening and summative chapters. Consistent with the cases represented in the book, the effort to offer bilingual versions of scholarship epitomizes the type of direct action associated with occupation. Moreover, in many ways, this book serves its objective by expanding our conceptions of legitimate patterns of inclusion in higher education. REFERENCES