Publisher: U of Nebraska   (Total: 32 journals)   [Sort by number of followers]

Showing 1 - 32 of 32 Journals sorted alphabetically
American Indian Quarterly     Full-text available via subscription   (Followers: 9)
Anthropological Linguistics     Full-text available via subscription   (Followers: 18, SJR: 0.177, CiteScore: 0)
Collaborative Anthropologies     Full-text available via subscription   (Followers: 7)
Contemporary Issues in Educational Leadership     Open Access   (Followers: 5)
Feminist German Studies     Full-text available via subscription   (Followers: 8)
French Forum     Full-text available via subscription   (Followers: 9, SJR: 0.1, CiteScore: 0)
Frontiers : A J. of Women Studies     Full-text available via subscription   (Followers: 8)
Gettysburg Magazine     Full-text available via subscription  
Great Plains Quarterly     Full-text available via subscription   (Followers: 3, SJR: 0.142, CiteScore: 0)
Great Plains Research     Full-text available via subscription   (Followers: 1, SJR: 0.189, CiteScore: 0)
J. of Austrian Studies     Full-text available via subscription   (Followers: 2)
J. of Black Sexuality and Relationships     Full-text available via subscription   (Followers: 2)
J. of Literature and Trauma Studies     Full-text available via subscription   (Followers: 12)
J. of Sports Media     Full-text available via subscription   (Followers: 5)
J. of Women in Educational Leadership     Open Access   (Followers: 5)
Legacy : A J. of American Women Writers     Full-text available via subscription   (Followers: 2, SJR: 0.128, CiteScore: 0)
MANTER : J. of Parasite Biodiversity     Open Access   (Followers: 2)
Middle West Review     Full-text available via subscription  
Native South     Full-text available via subscription   (Followers: 1)
NINE : A J. of Baseball History and Culture     Full-text available via subscription   (Followers: 4)
Nineteenth-Century French Studies     Full-text available via subscription   (Followers: 14, SJR: 0.1, CiteScore: 0)
Nouvelles √Čtudes Francophones     Full-text available via subscription  
Prairie Schooner     Full-text available via subscription   (Followers: 1)
Qui Parle : Critical Humanities and Social Sciences     Full-text available via subscription   (Followers: 7)
Resilience : A J. of the Environmental Humanities     Full-text available via subscription   (Followers: 6)
StoryWorlds : A J. of Narrative Studies     Full-text available via subscription   (Followers: 18)
Studies in American Indian Literatures     Full-text available via subscription   (Followers: 4, SJR: 0.14, CiteScore: 0)
Studies in American Naturalism     Full-text available via subscription  
symploke     Full-text available via subscription   (Followers: 3)
Undecidable Unconscious : A J. of Deconstruction and Psychoanalysis     Full-text available via subscription   (Followers: 1)
Western American Literature     Full-text available via subscription   (Followers: 4, SJR: 0.114, CiteScore: 0)
Women and Music: A J. of Gender and Culture     Full-text available via subscription   (Followers: 13)
Similar Journals
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Contemporary Issues in Educational Leadership
Number of Followers: 5  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2472-9744
Published by U of Nebraska Homepage  [32 journals]
  • Lifelong Effects of Poverty

    • Authors: Jill McCaslin-Timmons et al.
      Abstract: Poverty in the United States affects children in public schools. In reviewing the poverty literature, the following themes emerged the struggle to define poverty in the United States, characteristics of families in poverty, the impact of poverty on school performance, and the lifelong effects of poverty on children.A personal story of a public school administrator who grew up in poverty is part of the report. The impact of the experiences of poverty continue to affect the way the individual thinks about poverty and interacts with families who experience poverty.
      PubDate: Wed, 12 Feb 2020 13:03:51 PST
  • Paths to the Baccalaureate at a Hispanic-Serving Institution: The Lived
           Experiences of Latinos who Entered Higher Education at the Community

    • Authors: Brent D. Cejda
      Abstract: The U.S. Census indicates that Hispanic participation in postsecondary education tripled between 1996 and 2016. If the traditional outcome measure of the six-year graduation rate is used, however, increased participation has not resulted in an increased number of Latinos who complete a bachelor’s degree. Further, typical examinations of baccalaureate completion have focused on the starting point—beginning at a community college or beginning at a four-year college or university and compare percentages of completion by race or ethnicity. Findings of such studies point to the disparity in bachelor’s degree completion rates between Latinos and other racial and ethnic groups and that the disparity is even greater among individuals who begin postsecondary education at the community college. This paper follows an anti-deficit approach to gain a greater understanding of the complexities of baccalaureate completion of Latina/o students beyond the common measure of a six-year timeframe and the simplified starting point of the community college. Learning from the success of the participants may provide insight helpful to educational leaders who seek to provide access and facilitate the success of Latino students.
      PubDate: Fri, 03 Jan 2020 08:54:58 PST
  • Implications of the Digital Divide for Technology Integration in Schools:
           A White Paper

    • Authors: Suzanne K. Becking et al.
      Abstract: The implications of the Digital Divide in 2019 vary slightly from the onset of Internet use. Max Weber’s (1922, 1978) theory of stratification provides a foundation for understanding why the growth is slow. Defining the Digital Divide is difficult. In reality, it has moved from a situation of access to acquiring sufficient skills to use it effectively. We examines the issue from the perspective of the need for technology literate leaders in schools. Technology literate leaders not only embrace technology: they model it. The leaders provide teachers with access and training to implement the best pedagogically sound teaching strategies so that students have optimum opportunities to learn with technology.
      PubDate: Tue, 24 Sep 2019 10:26:44 PDT
  • Human Learning, Memory, and Student Development

    • Authors: Alan R. Erickson
      Abstract: My educational interests have largely been informed by my career in the sciences and medicine. My professional education has been both formative and transformative, opening doors to the joy of learning and a realization in the importance of memory. As an educator, clinician, and student, I have been greatly impacted by issues of curricular design, curricular development, learning and memory. My current responsibilities in student affairs also have exposed me to the delicate balance between student development, curricular design, learning and memory. Patton, Renn, Guido, and Quaye (2016) noted the importance of educators being able to use different literature sources and concepts in their daily interactions with students. In addition, Patton et al. (2016) further emphasized the importance of literature in guiding professionals in the development of curricular and related policy changes. Underpinning student development issues is the notion that the goals of education are ultimately tied to memory and learning. Atkinson and Shiffrin (2016) noted that “it is hard to imagine how understanding memory could not be important….memory is what we are, and what defines us as individuals” (p. 115). Atkinson and Shiffrin (2016) further noted how our memory system is divided into structural components and processing components that work together to create a retrievable memory. This simple fact has played out in my professional life as I have provided care for patients with dementia or other memory destroying processes; witnessing the person, father, mother, brother, sister, son, daughter, and friend literally become unrecognizable cognitively. In higher education we understand that learning and memory are symbiotic but not synonymous. Illeris (2018) noted that learning can be defined broadly as any process that leads to “change” and is not solely related to maturation or aging (p. 7). In higher education however, we are more interested in managing student education through the manipulation of learning acquisition and student-environment interactions (Illeris, 2018). Memory is an ill-defined event, which happens in our brain, and is impacted by many external factors (Roediger & Wertsch, 2008). In this paper I will explore issues of student development, human learning, human memory, and how these concepts should inform higher education’s approach to curricular issues and design. I will explore unique learning and memory concepts to provide a better understanding of the many facets of memory and learning. Additionally, I will survey ideas on curricular design that could incorporate important learning and memory concepts.
      PubDate: Tue, 28 May 2019 11:54:48 PDT
  • Segregation Academies Then and School Choice Configurations Today in Deep
           South States

    • Authors: Marilyn Grady et al.
      Abstract: In the following article, we present a brief historical review of segregation academies and their impact on students and public schools. Based on the review, we provide a portrait of the vestiges of segregation academies that appear to be currently re-emerging in different educational configurations throughout the U.S. and particularly in Deep South states.The purpose of a historical study is to provide a descriptive overview of specific social problems confined within a predetermined timeframe (Danto, 2008). This historical review’s purpose was to address the following inquiry: What were the characteristics of Deep South segregation academies designed to circumvent Brown v. Board of Education of Topeka' In what ways are these characteristics manifested in 2015 school choice configurations in the Deep South states, specifically Alabama, Georgia, Louisiana, Mississippi, and South Carolina' To what extent, if any, did these manifested characteristics affect 2015 public school funding in Deep South states'
      PubDate: Thu, 29 Nov 2018 09:56:36 PST
  • Recruiting Community College Transfer Students

    • Authors: Jody Reding
      Abstract: Private faith-based colleges and universities are a strong fit for community college transfer students. However, far too many small private faith-based colleges and universities miss the mark when it comes to their successful recruitment. This paper seeks to address this issue and provide solutions for successfully recruiting community college transfer students. The number one question that leads decisions year in and year out for many small private faith-based colleges and universities is whether or not they can recruit and retain students (M. Brewer, personal communication, 2015). All too often, the focus of most admissions teams’ centers on traditional (new freshman) undergraduates. In fact, new freshman account for nearly 75% of enrollment at most institutions (Wick, 2015). Interestingly, 92% of private four-year colleges and universities indicate they target transfers to meet enrollment goals, yet, only 9% feel they are effective (Longenecker, 2016).The number one question that leads decisions year in and year out for many small private-faith based colleges and universities is whether or not they can recruit and retain students. For many institutions the focus centers on the recruitment of traditional undergraduates. An ever-growing population that tends to get overlooked is the community college transfer student. Small private faith-based colleges and universities are a strong fit for community college transfers. Successfully recruiting this student requires more than simply sharing information. It requires a recruiter that is honest, forward-looking, inspiring, and competent. It requires a recruiter who can connect the information from the head to the heart.
      PubDate: Wed, 26 Sep 2018 14:37:20 PDT
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