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How do you help prepare first-generation college students for college?

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How do you help prepare first-generation college students for college?

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Article 1:

Havlik, S., Malott, K., Diaz Davila, J., Stanislaus, D., & Stiglianese, S. (2020). Small groups and first-generation college goers: An intervention with African American high school seniors. Journal for Specialists in Group Work, 45(1), 22–39. https://doi.org/10.1080/01933922.2019.1699618

Summary: Havlik et al. (2020) focus their study on the needs of first-generation African American college students. They state that some challenges students face are loss of identity, lack of financial means, lack of parental knowledge and experience, stereotypes and difficulty transitioning to college. The study utilized the researched method of group counseling and the social cognitive career theory to address these concerns. The two main concepts in social cognitive career theory are self-efficacy and outcome expectations. The study aimed to explore the meaning and impact of group counseling. Quantitative and qualitative data was collected using the College-Going Self-Efficacy Scale (CGSES) and the College-Going Outcomes Expectations Scale (CGOES) to assess the group sessions. The CGSES measured college persistence and the CGOES measured beliefs about college attendance outcomes. Nineteen students participated in the eight weekly sessions focused on self-efficacy and outcome expectations. A t-test was used to compare the pre- and post-test results for themes in participant responses. Results indicated that participants gained positive meaning and personal growth from the sessions. Therefore, the authors suggest that an effective method for assisting first-generation college students in developing self-confidence, a sense of community and self-expression are small groups.

Article 2:

Brookover, D. L., Hanley, E. M., Boulden, R., & Johnson, K. F. (2021). “I want to be a first”: Student, family, and school factors influencing first-generation student college readiness. School Community Journal, 31(1), 41–64. https://research.ebsco.com/c/3f352n/viewer/pdf/44d43mia3b

Summary: The article explores the various factors influencing college readiness among first-generation students. It examines how family background, school environment, and personal motivation contribute to students’ preparedness for higher education through the lens of social cognitive theory. The authors highlight the challenges faced by first-generation students, such as limited resources, lack of academic guidance, and feelings of isolation. However, they also emphasize the critical role of family support, student perseverance, and the availability of school resources in fostering college readiness. Partnerships and collaboration are key to college success. The researchers used thematic analysis to identify patterns within data gathered from interviews with participants containing mostly open-ended questions. The results of the study identified five themes that influence college preparedness and readiness. Resiliency to overcome stress, cultural beliefs, family and friend involvement, cohesiveness of school support and viewpoints of community stakeholders placed major roles in students’ feelings of readiness for college. Ultimately, the study underscores the importance of providing targeted interventions and support systems to help first-generation students navigate their path to higher education successfully.

Article 3:

Brookover, D. L., Boulden, R., Hanley, E. M., & Johnson, K. F. (2022). “She went above and beyond”: How comprehensive school counseling programs benefit first-generation college students through personalized support. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(4), 166–177. https://doi.org/10.1080/00098655.2022.2080632

Summary: The article looks at how comprehensive school counseling programs can play a crucial role in supporting first-generation college students. The authors explore how personalized guidance, academic advising, and emotional support from school counselors help students overcome barriers and prepare for higher education. The study used qualitative data collection methods, including interviews with school counselors and first-generation students, to analyze the themes in data and understand the impact of these programs. Students benefited from the socioemotional support and vested interest their high school counselor showed in preparing them for college. Another challenge the high school counselor helped to address was students’ lack of knowledge. High school counselors provided the knowledge or found the information needed to assist students and their families whether it pertained to the application process or meeting financial obligations. The final way high school counselors assisted students in their college endeavors was through individual and small-group learning. The research highlights the importance of tailored, individualized support in promoting college readiness and success for first-generation students. The findings demonstrate that such counseling programs can help bridge the gap between high school and college by providing critical resources, guidance, and encouragement.

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How can student attention in class be retained and maximized?

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How can student attention in class be retained and maximized?

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Article 1:

Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes or more?. Advances in Physiology Education, 40(4), 509-513. https://doi.org/10.1152/advan.00109.2016

Summary: The article challenges the prevailing notion that lectures should be shortened to 15 minutes due to rapid attention decline. Bradbury emphasizes that many studies supporting this idea have flaws in their data collection methods and lack objective ways to measure attention. He suggests that changes in student attention are more influenced by the teaching style and engagement of the instructor than by the duration of the lecture. ​Bradbury's article does not describe an original study with specific participants. Instead, it reviews and critiques existing literature on student attention during lectures. The studies discussed involve students in higher education and medical education settings, but the article does not present new data or participant-specific research. The article employs a literature review methodology, analyzing and synthesizing findings from previous studies on student attention during lectures. Bradbury critiques the methods used in these studies, highlighting issues such as subjective data collection and a lack of clear definitions of attention lapses. He also discusses alternative approaches and examines physiological measures to assess attention. However, he points out that these methods also have limitations and do not consistently support attention span decline. Bradbury advocates for a better understanding of student attention, suggesting that effective teaching strategies and instructor engagement play a more significant role in maintaining student focus than the length of the lecture itself.

Article 2:

Pilana, D. (2020). Keeping students' attention active. Education Society and Human Studies 1(2), 171. https://doi.org/10.22158/eshs.v1n2p171

Summary: The article aims to investigate the factors influencing students' attention during lessons and to propose strategies for keeping students engaged. Pilana discusses different perspectives on attention spans, including the idea that attention lasts for a short period and then rests, and examines how these patterns can be managed to maintain student focus. The study participants are high school and college students. Data is collected from three high school classes at Jose Marti Stem Academy in Union City, NJ, comprising 75 students, and a college math class at EIC in Belleville, NJ. The total number of students surveyed is 93. Pilana employs a mixed-methods approach, combining observational data and surveys. The study includes a table showing student preferences for paying attention during different parts of a presentation, indicating that students tend to pay more attention at the beginning and end of lessons. Additionally, the paper discusses the impact of video games on attention and suggests that interactive teaching methods can enhance student engagement. Pilana concludes that students' attention needs to be grabbed at the beginning of the lesson to increase motivation to pay attention throughout the middle of the lesson. There also needs to be multiple ways to connect information to the main idea of the lesson to maximize student attention and retention of information.

Article 3:

Keller, A. S., Davidesco, I. & Tanner, K. D. (2020). Attention matters: How orchestrating attention may relate to classroom learning. CBE Life Sciences Education, 19(3), fe5. https://doi.org/10.1187/cbe.20-05-0106

Summary: The article explores how attention functions in the classroom and how teaching strategies can utilize these changes in attention to improve learning outcomes. The authors hypothesize that directing attention through active-learning strategies can align students' attention, leading to better engagement and understanding. They also discuss the implications of their ideas for teaching practices and future research. The article does not describe a specific study with participants. Instead, it presents a theoretical framework based on existing research in cognitive neuroscience and education. The authors reference studies involving students in traditional lecture and active-learning settings to support their hypotheses. The article employs a conceptual analysis approach, synthesizing findings from cognitive neuroscience and psychology to propose a framework for understanding attention in the classroom. The authors categorize attention into four types based on two dimensions: internal/external and on-topic/off-topic. They illustrate how different teaching strategies, such as active learning, can guide students' attention and potentially enhance learning outcomes.

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How do schools address cyber bullying in their anti-bullying programs?

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How do schools address cyber bullying in their anti-bullying programs?

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Article 1: https://research.ebsco.com/c/3f352n/viewer/pdf/oj5d3bn2jz?auth-callid=31b070b3-dd6d-40ed-8bd3-3674f0032022

Fredrick, S. S., Coyle, S., & King, J. (2022). Middle and high school teachers’ perceptions of cyberbullying prevention and digital citizenship. Psychology in the Schools, 60(6), 1958–1978. https://doi.org/10.1002/pits.22844

Summary: Teachers play a crucial role as the frontlines of prevention against cyberbullying and must be prepared, trained, and equipped to address cyberbullying incidents. 174 middle and high school teachers from across the United States were surveyed from January to June of 2021 to assess how prepared teachers feel to deal with cyberbullying in the classroom and if students are taught digital citizenship. The qualitative data from teachers indicated they did not believe they were trained adequately or had the tools needed to manage cyberbullying in their classrooms. However, they did feel that the school effectively dealt with incidents when they arose and that students were taught to be responsible and respectful in the digital environment, even though praise was not given enough to students for being responsible.

Article 2:

Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4–19. https://doi.org/10.1016/j.avb.2018.06.008

Summary: Researchers focused on protective factors against bullying and cyberbullying that could potentially protect victims and perpetrators from the harmful effects of bullying. There were 18 meta-analysis studies on protective factors against both types of bullying reviewed using an ecological approach. Protective factors were divided into categories: community, family, peer, and individual factors. The key protective factors for victims and perpetrators were a positive community and school climate, where students feel safe, treated fairly, connected with peers, and supported by trustworthy adults. The study calls for more elements of personal and social skills to be implemented in prevention programs to protect children and adolescents.

Article 3:

Giménez Gualdo, A. M., Hunter, S. C., Durkin, K., Arnaiz, P., & Maquilón, J. J. (2015). The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role. Computers & Education, 82, 228–235. https://doi.org/10.1016/j.compedu.2014.11.013

Summary: This study focused on students’ perceptions of whether a cyberbullying perpetrator’s impact concurred with the effects reported by the victim and whether emotional reactions were dependent on cyberbullying alone or in conjunction with traditional bullying. 1,353 students between 12 and 20 years old in 45 different schools were surveyed using the CYBERBULL questionnaire which 6 experts evaluated. The qualitative data reported that most bullying still occurs in a face-to-face setting, but cyberbullying and combined forms of bullying are still issues to be dealt with. Cyberbullies believed that the emotional effects of their actions would be worse than what the victims reported if cyberbullying were the only type of bullying involved. However, if cyberbullying and traditional bullying were present, the victim reported that cyberbullying caused the most emotional effect.