Habits of Mind

Allen, William B.; Allen, Carol M.

doi:10.4324/9780203790359

Cited by 4 publications

(5 citation statements)

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“…People are asked to present academic certification even when applying for jobs that do not require certification of this kind, and therefore academic education no longer contributes to social mobility as it did in the past. The assumption seems to be that anything that is available to the masses must be of inferior quality [22].…”

Section: Literature Reviewmentioning

confidence: 99%

Higher Education in Israel in 2022: Peripheral Areas and the Impact of COVID-19

Haliwa

2024

Education and Human Development

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This paper explores the continued growth in higher education in Israel since COVID-19 and specifically in its peripheral areas, using quantitative and qualitative measures. Access to higher education increased during the pandemic in 2020–2022, with more students from all parts of Israel, including its social and geographic periphery, beginning their studies during those years. Nevertheless, the gap between students from higher and lower-income localities persisted. The quantitative gap between the groups was also maintained when analyzing the number of people who pursued higher education within eight years of high school graduation. Qualitative gaps reflected by the prestige of the fields in higher education that students chose to study were maintained, and sometimes even grew. Students from higher-income localities took better advantage of opportunities for education than students from lower-income localities, thus preserving the gaps in earning power and limiting social mobility. Choosing professions that earn lower salaries is more common in the peripheral areas, due to the smaller selection of jobs there. Overeducation is also more common in the peripheral areas, where people often settle for jobs that do not suit their education to avoid moving away. This results in lower salaries, dissatisfaction with their jobs, and instability in workplaces.

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Section: Literature Reviewmentioning

confidence: 99%

Higher Education in Israel in 2022: Peripheral Areas and the Impact of COVID-19

Haliwa

2024

Education and Human Development

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“…Some assert that even though the reforms enhanced access and allowed new population groups to join the circle of learners, they may not have furthered mobility and narrowed social gaps because in the twenty-first-century, a bachelor's degree (first degree) is the normative equivalent of a twentieth-century matriculation certificate and, therefore, does nothing to improve social mobility. Another assumption is that whenever something becomes a mass phenomenon, its status appears to fall (Allen & Allen, 2003). Trow (2003) reasons that academia has assumed new roles that amount, in essence, to training in various fields such as economics and government.…”

Section: The Social Aspectmentioning

confidence: 99%

Policy on Enhancing Access to Higher Education: The Israeli Case

Haliwa

2022

IRHE

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Israel’s new higher education policy, introduced by the Council for Higher Education (CHE) in 1994, was intended to make higher education accessible to population groups on the social and geographical periphery of Israel and narrow social gaps. This article will examine the following main question: Does access to higher education abet social mobility and narrow social disparities? This article emphasises the changes in the role of academia as a gateway to occupations that allow for high social mobility. Previous research has not focused on this qualitative gap. This article asserts that the increase in enrolment in subjects that do not lead to high income in non-affluent localities may perpetuate the qualitative gaps between these localities and affluent ones. This affects the outputs of the academic system; the quality gaps are beginning to have impacts not only among localities in Israel but also on international comparison tests.

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“…A recent study in 11 states showed that participation in STEM-focused afterschool programs leads to increases in youth STEM interest, identity, career knowledge, and 21st-century skills such as critical thinking. Even more importantly, these gains were higher in youth who participated in higher-quality programs, as assessed using the Dimensions of Success (DoS) observation tool, which includes key facilitation practices such as encouraging youth to engage in STEM inquiry and to explain their new understandings (Allen et al, 2017).…”

Section: The Need For Virtual Professional Development For Out-of-school-time Educatorsmentioning

confidence: 99%

“…In this DBIR work we focus on two problems of practice that are frequently faced by OST educators in relation to their growing roles as STEM educators: 1) Despite the demands on them to offer high-quality STEM programming, they are in systems that rarely promote investments in their professional learning to support this goal. STEM activities tend to be "hands-on" without being "minds-on," and there is seldom a culture of reflection on STEM education practice to encourage the deeper learning characteristics of high-quality STEM programs (Allen et al, 2017); 2) These community educators often experience professional isolation, especially in rural areas. Clearly there is a need for high-quality, accessible professional development in a socially supportive context.…”

Section: Persistent Problems Of Practicementioning

confidence: 99%

“…Most noted changes to how and when they asked questions of their students (n 15, 79%), the use of open-ended questions (n 6, 32%), the time they waited to allow students to answer (n 4, 21%), and the ways in which they posed follow-up questions to students (n 3, 16%). These longer-term teaching practices are particularly important given that youth outcomes are stronger when they experience high-quality programs that include these kinds of facilitation practices (Allen et al, 2017).…”

Section: Educator Evidence Of Sustainability Spread and Shiftmentioning

confidence: 99%

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Sustainability, Spread, and Shift: Developing a Professional Learning Program for Out-of-School Educators With Scale-Up in Mind

Peterman¹,

Evia

Allen

et al. 2021

Front. Educ.

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This case study describes the iterative process used to develop a virtual coaching program for out-of-school-time (OST) educators, particularly those who work in afterschool and library settings. The program, called ACRES (Afterschool Coaching for Reflective Educators in STEM), used a design-based implementation research (DBIR) approach to consider issues related to scale-up. Afterschool and library settings are complex systems that include supports and barriers that require adaptation for implementation. Throughout the design process, program developers worked to identify the essential elements of the program that should be maintained across contexts, while attending to the diverse needs of individual OST settings. Survey and interview data were collected from the full range of stakeholders throughout the implementation process to verify the importance of the essential elements to the professional learning model, and to gather early indicators of the program’s potential related to three key concepts for successful scale-up of programs: sustainability, spread, and shift. Conclusions are shared in relation to how these types of results support the scale-up of programs, and the strengths and gaps in the process used to apply the DBIR approach in our work.

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Habits of Mind

Cited by 4 publications

References 0 publications

Higher Education in Israel in 2022: Peripheral Areas and the Impact of COVID-19

Higher Education in Israel in 2022: Peripheral Areas and the Impact of COVID-19

Policy on Enhancing Access to Higher Education: The Israeli Case

Sustainability, Spread, and Shift: Developing a Professional Learning Program for Out-of-School Educators With Scale-Up in Mind

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