Researchers who have examined satisfaction among non-tenure-track part-time faculty members have studied only single institutions or used a limited definition of satisfaction. This study uses nationally representative data to provide a comprehensive comparative picture of the satisfaction between full- and part-time faculty members (both tenure-track and non-tenure-track) within and across American two-year and four-year post-secondary institutions. It also develops a richer definition of role satisfaction.
This study critiqued the notion that a binary "digital divide" between high and low resource schools describes accurately the technology disparity in U.S society. In this study, we surveyed teachers from six southern California schools. Five of the schools were low resource schools and one school, chosen for comparative purposes, was characterized as a high resource school. We found that high resource school teachers had significantly more physical access to computers and the Internet (C&I), more frequent use of C&I, more creative uses of C&I for instruction, communicated by email more often with students, and engaged more frequently in professional activities such on on-line communication with other teachers. The study lent modest support to previous researchers (Natriello, 2001; Warschauer, 2003a, 2003b, 2003c; Wenglinksy, 1998) who claimed that high resource students are more likely to use C&I for more experimental and creative uses than students from low resource schools. In addition the findings contribute to a broader definition of the "digital divide" that includes social consequences including the impact of social networks and wider use of technology to improve instruction.
The purpose of this case study is to investigate the decision-making processes of 12 high-achieving rural Mexican immigrant high school students. Ethnographic data are collected over 18 months, and the investigation is guided by structuration theory. The strength of using structuration theory is that it opens up the possibility for exploring how students form decisions while taking into consideration how the students' social and cultural contexts influence their choices. The study shows that students do not follow a conventional path to college, a path that often conflicts with their own cultural values. Implications for this study indicate that educational institutions must learn more about the culture and worldviews of Mexican immigrants to create more effective paths to higher education.
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