Madaus, Joseph Gelbar, Nicholas Faggella-Luby, Michael N. Dukes, Lyman L. III
Published in
Frontiers in Education
This article presents the results of a systematic review of the literature related to postsecondary education and disability published in peer-reviewed articles from 2013 to 2022. It replicates a prior investigation that examined the literature published on this topic between 1952 and 2012. Results indicated a nearly 200% increase in the number of ...
Ward, Lyniesha Wright Hoang, Julia Croatt, Mitchell P. Walsh, Jerry Popova, Maia
Published in
Frontiers in Education
This study examines the unique challenges and transformations in higher education instruction during the COVID-19 pandemic, focusing on a strategic response from one chemistry department. The COVID-19 pandemic created many obstacles to providing quality instruction. To support chemistry instructors during the challenging transition to remote teachi...
Johnson, Jennifer M. Jackson, Elizabeth
Published in
Frontiers in Education
Introduction There is growing interest in exploring the ways Historically Black Colleges and Universities (HBCUs) mediate student outcomes. Methods Situating an HBCU education within the conceptual landscape of social capital, we follow the tenets of critical discourse analysis (CDA) to explore the narratives of ten early and mid-career HBCU alumni...
Dalberg, Tobias Cortes, Kalena E. Stevens, Mitchell L.
Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students sel...
Vaknin-Nusbaum, Vered Rachevski, Israel
Published in
Journal of learning disabilities
This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examine...
Mesa, Vilma Ko, Inah Boeck, Claire Duranczyk, Irene Akoto, Bismark Lim, Dexter Kimani, Patrick Watkins, Laura Ström, April Beisiegel, Mary
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We present the blueprint for an instrument that is designed to measure mathematical knowledge for teaching college algebra at community colleges in the United States. We begin by providing an account of efforts to describe and measure teacher knowledge in the context of practices associated with teaching mathematics, followed by a more detailed des...
Gándara, Denisa Billings, Meredith S. Rubin, Paul G. Hammond, Lindsey
Published in
Educational Evaluation and Policy Analysis
Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examines how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced ...
Bell, Elizabeth Schwegman, David Hand, Michael DiDomenico, Michael
Published in
Educational Researcher (Washington, D.C. : 1972)
To address the unprecedented challenges of the COVID-19 pandemic, Congress authorized the Higher Education Emergency Relief Fund (HEERF I) in March 2020 with over $6 billion allocated for emergency financial aid. In this paper, we utilize the administrative burden framework to analyze HEERF I implementation for a stratified random sample of college...
Anan, Baramee Peper
Transgender and/or Nonbinary populations in the United States experience significant rates of harassment, discrimination, victimization, and psychological distress in nearly all aspects of life due to systemic stigmatization against those who violate societal gender norms. Such social disparities are often enacted through the environmental and inte...
Weis, Robert Waters, Evelyn A. Hassler, Michaela
Published in
Frontiers in Education
College students with disabilities may be entitled to academic accommodations such as additional time on exams, testing in a separate setting, or assistance with note-taking. To receive accommodations, students must request services from their college and show that they experience substantial limitations in academic functioning. Without norm-refere...
