Educational Leadership and Policy Analysis publications (MU)
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Items in this collection are the scholarly output of the Department of Educational Leadership and Policy Analysis faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format. Items may contain more than one file type.
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Item A critical sociocultural perspective on academic literacies in Latin America(Universidad de Antioquia, 2019) Trigos-Carrillo, L.; Educational Leadership and Policy AnalysisIn this editorial, the author reflects on the state of research on academic literacies in Latin American higher education. To this end, the author presents a description of the context of higher education in Latin America and an analysis of literature on academic literacies in the region through the lenses of three models: the study skills model, the academic socialization model, and the critical sociocultural model. Based on this analysis, the author argues that a critical sociocultural perspective is emerging in Latin America, which considers academic literacies as social practices embedded in systems of power. This transition to a critical sociocultural perspective is important and timely because it challenges deficit views of students, and it addresses issues of power, identity, representation, and authority. The author invites Latin American scholars to consider the implications of a critical sociocultural perspective on academic literacies and the possibilities it offers for understanding how youth interact with literacy in a region where education often reinforces deep inequalities.Item Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals(The Journal of Higher Education, 2006) Hart, Jennifer L. (Jennifer Lynn), 1967-Today, more women than ever before are active participants in higher education. For example, more than 50% of all undergraduate students are women and the numbers of women graduate, professional, and doctoral-degree recipients and faculty are increasing (“The nation,” 2003). In fact, for the first time, American women have earned more doctorates than American men have (Smallwood, 2003). Given this shifting postsecondary climate, more scholarship by women and about women, as well as an increase in feminist scholarship from previous generations, should be part of the discourse. Thus, the purpose of this article is to investigate the academic literature in the field of higher education, using gender and feminism as lenses due, in part, to the increased presence of women in the academy. By analyzing data collected from three leading journals in higher education, The Journal of Higher Education (JHE), The Review of Higher Education (RHE), and Research in Higher Education (ResHE), I hope to better understand how feminist scholarship and how women are treated in the scholarly work contained in these journals.Item Beyond Money: Relating Local School Taxation to Family and Community Risk(Educational Considerations, 2010) Hull, Angela M.; Curs, Bradley R.State school finance formulas moved from tax-driven to student needs, while local community taxation requirements remain. However, no study has examined links between student needs risk factors affecting educational opportunity and local taxation choices. Using regression analyses, this study asked: Are local school district taxation levies related to community, family and economic factors? Using eleven years of financial data to examine Missouri's 1993 tax-rate driven formula this study shows community and family risk factors are related to taxation. Some groups that had prior effects on taxation lost this ability under a tax-rate driven formula. As a result, a state's fixed taxation requirement without regard for local risk can potentially harm constitutionally protected educational opportunity, particularly in new student needs formulas that move away from equalizing local taxation and wealth.Item Aim High or Go Low? Pricing Strategies and Enrollment Effects when the Net Price Elasticity Varies with Need and Ability(Journal of Higher Education, 2009) Curs, Bradley R.; Singell, Larry D.Detailed data on individual applicants to a large public university are used to demonstrate that net price responsiveness decreases with need and ability. Enrollment effects are simulated and show a movement towards a high tuition/high aid (low tuition/low aid) policy significantly lowers (raises) tuition revenue with a modest increase (decrease) in the number of aid-eligible students.Item HOPE for the Pell? Institutional Effects in the Intersection of Merit-Based and Need-Based Aid(Southern Economic Journal, 2006) Singell, Larry D.; Waddell, Glen R.; Curs, Bradley R.Prior empirical evidence finds that general enrollment effects of merit-aid programs such as the Georgia Helping Outstanding Pupils Educationally (HOPE) scholarship are large and significant, while the effects of need-based aid programs such as the Pell grant are modest and often insignificant. This paper uses new panel data on Pell awards to examine the influence of the Georgia HOPE scholarship on needy-student enrollments. We demonstrate that the introduction of merit aid in Georgia generally improves the college access of needy students and has been leveraged into greater federal Pell assistance. While institution-specific increases in both Pell enrollment and funding are largest at two-year and less selective four-year institutions, the results suggest that Pell students are not crowded out of more selective schools by HOPE's intent to retain the best Georgia high school students, as might have been anticipated.