College For Every Student: A Practitioner's Guide to Building College and Career Readiness

Routledge
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College For Every Student shares best practices for raising college and career aspirations and increasing educational opportunities for underserved and diverse students in rural and urban districts. Providing guidance for educating your students and organizing communities for expanding educational opportunities, this is a must-read for every school leader and counselor interested in promoting educational uplift. This comprehensive guidebook offers a wealth of resources and tools for educators and professionals to help students build essential college and career readiness skills. College For Every Student gives you the research-based, proven strategies needed for promoting the core student skills essential for college and career readiness: aspiration, grit, perseverance, adaptability, leadership, and teamwork.
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About the author

Rick Dalton is the Founder, and President and CEO of College For Every Student (CFES). Since 1991 CFES has helped more than 75,000 students in 40 states to graduate from high school and attend college. Dalton has written more than 130 articles and op-eds on educational issues.

Edward P. St. John is the Algo D. Henderson Professor of Higher Education at the University of Michigan, and serves as series co-editor for Readings on Equal Education, Core Issues in Higher Education, and Engaged Research and Practice for Social Justice in Education.

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Additional Information

Publisher
Routledge
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Published on
Aug 12, 2016
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Pages
190
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ISBN
9781317334125
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Language
English
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Genres
Education / Leadership
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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The new series that looks afresh at how theory and research methods can inform change, and integrate social justice in economic and policy decision making

Actionable Research for Social Justice in Education Series
With a commitment to promoting social justice and reducing inequalities in education, this series aims to promote research and interventions that support social transformation through collaborations of researchers with leaders in schools and colleges. The series informs reform in practice, teaching, organizations, and policy.

A professional text written for social science researchers and practitioners, Research, Actionable Knowledge and Social Change provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations.

Topics discussed include:
* The historical precedents for universities engaged in social change
* The limitations of current social science theory and methods
* The critical-empirical approach to social research
* The issues relating to social justice within the policy decision process
* The use of social research to integrate an emphasis of social justice into economic and policy decision making

Research, Actionable Knowledge and Social Change does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research.
During the 1990s, rising tuition costs and inadequate federal grant aid prevented more than a million otherwise qualified, low-income students from continuing their education past high school. Education policy expert Edward P. St. John is troubled by this situation and argues that equal access to higher education is both feasible and just. In Refinancing the College Dream, he examines recent trends in public funding of education and explores alternatives to financing which would provide equal access to postsecondary education for all Americans.

The growing gap in the rate of participation in higher education for low-income groups compared to upper-income groups over the past three decades, St. John finds, has been a direct result of the decreased availability of federal grants, even after taking into account such factors as an increased emphasis on strengthening high school graduation requirements. To reverse this trend, he suggests that policymakers refocus the debate over the public financing of higher education from taxpayer costs to principles of social responsibility and justice, along with economic theories of human capital. He then shows how improved coordination between state and federal agencies, expanded use of loans, and better targeting of grant aid can maximize access for low-income students while minimizing increases in taxes.

Making higher education accessible to low-income students is one of the crucial challenges for citizens and policymakers in the early twenty-first century. Refinancing the College Dream offers a theoretical and practical foundation for boldly rethinking the financial strategies used by colleges and universities, states, and the federal government to accomplish this essential goal.

-- Joseph M. Cronin
The new series that looks afresh at how theory and research methods can inform change, and integrate social justice in economic and policy decision making

Actionable Research for Social Justice in Education Series
With a commitment to promoting social justice and reducing inequalities in education, this series aims to promote research and interventions that support social transformation through collaborations of researchers with leaders in schools and colleges. The series informs reform in practice, teaching, organizations, and policy.

A professional text written for social science researchers and practitioners, Research, Actionable Knowledge and Social Change provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations.

Topics discussed include:
* The historical precedents for universities engaged in social change
* The limitations of current social science theory and methods
* The critical-empirical approach to social research
* The issues relating to social justice within the policy decision process
* The use of social research to integrate an emphasis of social justice into economic and policy decision making

Research, Actionable Knowledge and Social Change does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research.
Economic globalization has been accompanied by implementation of education reforms linked to accountability and public finance schemes that emphasize student choice in schools and student loans in higher education. In the U.S. these reforms are rationalized based on intermediate variables, like the number of math credits completed in high school and net prices. However, the reforms rationalized based on this research are seldom evaluated in relation to outcomes (i.e., measures of student achievement and equal opportunity to attain an education). In Education and the Public Interest the editor re-examines the political rationales for these reforms. John Rawls’s theory of justice is reconstructed to develop a framework for assessing the effects of public policy on these outcomes. This volume undertakes a comparative study of the states in the U.S. to examine how education reforms influence student achievement, high school graduation, and college access; and finance schemes influence college access. Policies implemented by states in the 1990s were associated with improved achievement, as measured by test scores for high school students. These policies also correlate with increased high school drop out rates and the widening gap in college enrolment rates across income groups. This volume considers how privatization and accountability policies can be reconstructed to reduce inequality while continuing to improve student achievement and college enrolment.

'I enjoyed reading the book and benefited from it, and I feel confident others will as well. I am particularly taken by its sweep and by the skill and persuasiveness with which the author ties together the broad trends and themes of privatization, globalization, school reform, preparation, equity, equality and college access.' Prof. James . Hearn, Vanderbilt University, USA

'(What I)...especially like about this book is the framing of the importance of the topic in terms of the global political and economic changes and the notion of access to quality education as a basic right.' Prof. Laura W. Perna, College of Education, University of Maryland, USA

During the 1990s, rising tuition costs and inadequate federal grant aid prevented more than a million otherwise qualified, low-income students from continuing their education past high school. Education policy expert Edward P. St. John is troubled by this situation and argues that equal access to higher education is both feasible and just. In Refinancing the College Dream, he examines recent trends in public funding of education and explores alternatives to financing which would provide equal access to postsecondary education for all Americans.

The growing gap in the rate of participation in higher education for low-income groups compared to upper-income groups over the past three decades, St. John finds, has been a direct result of the decreased availability of federal grants, even after taking into account such factors as an increased emphasis on strengthening high school graduation requirements. To reverse this trend, he suggests that policymakers refocus the debate over the public financing of higher education from taxpayer costs to principles of social responsibility and justice, along with economic theories of human capital. He then shows how improved coordination between state and federal agencies, expanded use of loans, and better targeting of grant aid can maximize access for low-income students while minimizing increases in taxes.

Making higher education accessible to low-income students is one of the crucial challenges for citizens and policymakers in the early twenty-first century. Refinancing the College Dream offers a theoretical and practical foundation for boldly rethinking the financial strategies used by colleges and universities, states, and the federal government to accomplish this essential goal.

-- Joseph M. Cronin
Using Action Inquiry in Engaged Research: A Professional Guide offers higher education and school professionals practical guidance and methods for using the Action Inquiry Model (AIM) in engaged research initiatives and community partnerships. Replete with group exercises and case studies, this guide was originally developed to supplement workshops for faculty, administrators and students working on action initiatives that focused on critical educational issues facing local communities. It provides a useful framework and straightforward techniques for building empowering partnerships.

The Action Inquiry Model (AIM) includes four stages:
• Assessment: Using research and experience to identify critical challenges facing the university with respect to the improvement of educational opportunities
• Organization: Developing workgroups to collaborate on initiatives that address critical challenges; providing financial support for new initiatives; and providing release time and professional development opportunities for faculty and staff who engage in reform initiatives
• Action Initiatives: Treating reforms as pilot tests for new strategies, as a means of promoting organizational learning, professional development, and student success
• Evaluation: Integrating the evaluation of current programs and incorporating new initiatives into the reform process.

This guide provides two methods for learning the inquiry process: a step-by-step process for defining tasks for teams of researchers and practitioners working together to use research to inform the educational improvement; and sets of case studies on assessment and action inquiry to inform groups in collectively discussing problems and strategies, an approach that supports the classroom use of the Guide.

The key tasks in action inquiry initiatives include:
1. Build an understanding of the challenge
2 Identify the causes of the challenge using data to test hypotheses
2. Look internally and externally for solutions
3. Assess possible solutions
4. Develop action plans
5. Implement pilot test, and evaluate

This guide is appropriate for professional development programs and as a text for higher education Masters and Ph.D. programs.
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