Journal of Advances in Education Research

7

Authors: Rich Ballinger, John R. Slate

In this study, the 1-year persistence rates of four ethnic/racial groups (i.e., White, Black, Hispanic, and Asian) were analyzed as a function of institutional status (i.e., stayed or transferred) at Texas 4-year universities. Data were retrieved from the Texas Higher Education Coordinating Board Interactive Accountability system for the thirty-eight, 4-year Texas public universities for the 2014 academic year. For all ethnic/racial groups, statistically significant differences were present in the 1- year persistence rates by institutional status. Effect sizes were very large. Regardless of race/ethnicity, students who transferred to another 4-year institution were statistically significantly less likely to persist than their peers who remained at the same 4-year institution. The 1-year persistence rates were 44%, 34%, 31%, and 27% higher for Hispanic, White, Asian, and Black students, respectively, who stayed at the same institution than for Hispanic, White, Asian, and Black students who transferred to a different institution. Based upon these results, implications for policy and for practice for 4-year universities are provided, along with suggestions for future research.

12

Authors: Hadyn B. Call, J. Spencer Clark

This article analyzes one aspect of the hidden curriculum perpetuated throughout public education—transnational families lacking institutional knowledge. This is an effort to combat unwanted ignorance by both the dominant culture and those who are attempting to assimilate. It is an effort to prevent injustices that are currently being addressed after the fact rather than as a preventative measure. In essence, we seek to provide a concrete solution to the hidden curriculum of institutional knowledge by proposing that it becomes a part of the community curriculum—a term we are introducing as a way to make explicit the overlooked, and the underutilized normative cultural knowledge. This article also discusses possible directions for future research and how scholars can make the hidden curriculum known by making it explicit in the community curriculum.

12

Authors: Hazel Owen, Rick Whalley

A shared ‘learning journey’ can open up multiple pathways, with each individual's journey shaped by their beliefs, values and prior experiences. There is a growing interest in Professional Learning and Development (PLD) that offers multiple ways to participate, apply and collaborate, in part by using the affordances of technology. Virtual and face-to-face professional learning provision, in particular mentoring, have differences. This paper extrapolates and applies the findings of two studies, drawing on the experiences of students in the Virtual Learning Network Primary study, and those of adult learners in the Virtual Professional Learning and Development programme. The authors identified four key stages that they then encapsulated in the virtual mentoring CASE (Contextual, Administration, Scaffolding, Empowering) Model. The model is situated within a mediated agency framework, which helps illustrate the complexity of contexts that influence the design of a PLD provision, and which can be used in a variety of situations.

14

Authors: Leehu Zysberg, Ditza Maskit

Teachers’ professional development and its correlates is a subject yet to be properly explored and conceptualized. We tested the potential associations between teachers’ professional development stage, emotional experiences at work and burnout. We adopted a view of professional development as ‘frame of mind’, shaping perception, emotional reactions, thoughts and function, rather than mere level of skills and knowledge. We hypothesized that teachers’ developmental stages will differentiate their emotional reactions at work and their burnout level. Sample of 133 school teachers representing a broad range of tenure at work reported their self-perceived professional development stage, emotional experiences at work and experience of burnout. Results showed significant differences in positive and negative emotions between the developmental stages, as well as differences in burnout levels. Results are linking emotional experiences and performance among teachers throughout the career span. An integrative framework emerging from our data is presented and further research is called for.