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[Xmca-l] Fwd: The Success of Community College Students

Relevant to your piece on community college students, Peter.
---------- Forwarded message ----------
From: Teachers College Record <no-reply@tcrecord.org>
Date: Tue, Jun 2, 2015 at 1:05 PM
Subject: The Success of Community College Students
To: Recipient <mcole@ucsd.edu>

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    Freely-Available This Week
 The Influence of Co-Enrollment on the Success of Traditional Age Community
College Students <http://www.tcrecord.org/Content.asp?ContentID=17156>
by Gloria Crisp
 This study measures the impact of co-enrollment on community college
success outcomes. Results demonstrate co-enrolling significantly increases
students' odds of success.

 Mapping Low-Income African American Parents' Roles in Their Children's
Education in a Changing Political Economy
by Stuart Greene
 This research reframes the roles that low-income African American parents
play in their children's lives and challenges deficit perspectives of
parent involvement.

 Who's Swallowing the *Action Now: Classroom Ready Teachers* Report?
Discussing, Understanding, and Wondering
by Kirsten Agius, Jenny Aitken, Mindy Blaise, Kelly Boucher, Catherine
Hamm, Jeanne Marie Iorio, Brenda Lovell & John McCartin
The Early Childhood Discipline Group at Victoria University in Melbourne,
Australia dissects the *Action Now: Classroom Ready Teachers* report
released by the Teacher Education Ministerial Advisory Group, questioning
how the recommendations were developed and raising concern for the report's
lack of focus on early childhood teacher education.

 Book Reviews
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 by Robin Shields
reviewed by Sherrie Rhodes Beeson & Nancy Nelson
 Diversity and Education: A Critical Multicultural Approach
 by Michael Vavrus
reviewed by Terri L. Rodriguez
 The Normal Accident Theory of Education: Why Reform and Regulation Won't
Make Schools Better <http://www.tcrecord.org/Content.asp?ContentID=17978>
 by Andrew K. Milton
reviewed by Asia Fuller Hamilton & Anjalé D. Welton
 Education 3.0: Seven Steps to Better Schools
 by James G. Lengel
reviewed by Eric Kalenze
 Strategic Inquiry: Starting Small for Big Results in Education
 by Nell Scharff Panero & Joan E. Talbert
reviewed by Simona Goldin & Michaela Krug O'Neill
Annual Yearbooks for 2015
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The editors of the Teachers College Record are pleased to announce the
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See these relevant articles online:
 "Write Like College": How Remedial Writing Courses at a Community College
and a Research University Position "At-Risk" Students in the Field of
Higher Education <http://www.tcrecord.org/Content.asp?ContentID=15303>
by M. Kate Callahan & Donalda Chumney
 Callahan and Chumney use a comparative case study approach to examine the
experiences and outcomes of remedial writing students enrolled in two urban
public institutions: a community college and a research university.
Applying Bourdieu's theory of practice, this ethnographic study reveals
that institutions further determine the advantage or disadvantage of
remedial students by controlling their access to cultural capital, which is
critical for navigating the field of higher education successfully.

 Baccalaureate Expectations of Community College Students:
Socio-Demographic, Motivational, and Contextual Influences
by Xueli Wang
 Drawing upon data from the first and second follow-up interviews of the
Education Longitudinal Study of 2002 (ELS: 2002), this study investigated
socio-demographic, motivational, and postsecondary contextual factors that
explain community college students' baccalaureate expectations.

 Academic-Occupational Integration as a Reform Strategy for the Community
College: Classroom Perspectives
by Dolores Perin
 A case study examines the integration of academic and occupational
education in community colleges. Consideration of benefits and obstacles
suggests that this reform has potential for improving both general and
career-related education.

 Online Education as Institutional Myth: Rituals and Realities at Community
Colleges <http://www.tcrecord.org/Content.asp?ContentID=12095>
by Rebecca D. Cox
 Relying on data from an in-depth study of 15 community colleges, this
article explores online education through the lens of institutional theory.
This theoretical perspective highlights the colleges' environmental
contexts and offers a critical examination of the ways that the
institutional contexts have structured the colleges' approaches to online
education. At the core of this analysis is the contention that community
colleges are interpreting and responding to a set of taken-for-granted
ideas about online education. These ideas have taken on the status of myth
and have played a powerful role in guiding and legitimating colleges'
online activity. This analysis provides a research-based foundation for
understanding online activity at the community college level and for
carefully addressing the challenges associated with its adoption.

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