International Association of Educators   |  ISSN: 1554-5210

Volume 4 Issue 2 (June 2008)

Issue Information

Issue Information

pp. i - vi

Abstract

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Original articles

Modern day Latino Professors used C.H.I.L.E. to succeed   in graduate school:  Five strategies from the front  lines

Esteban Alejandro Renaud & Giovanna Suarez-Renaud

pp. 6 - 21

Abstract

Latinos with doctorate degrees working in academe were interviewed about their experiences in graduate school. They were asked to elaborate upon what  they considered to be their most meaningful experiences that shaped their personal,  academic and intellectual lives that influenced their success throughout  graduate  school. A thematic analysis of the interviews revealed five major findings that can be summed up by the acronym C.H.I.L.E. These crucial events and circumstances were experienced by all the interviewees. They were both positive and negative, and were shaped by a complex interplay of the influence of critical masses and peers, a search    for identity and individuality, professional guidance, intellectualism, varied campus culture and time.

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Coffee Cups, Frogs, and Lived  Experience

Bertram C. Bruce

pp. 22 - 39

Abstract

Stories are how we make sense of experiences, thus providing the historical sense of  life. To paraphrase Dewey, extracting at each present time the full meaning of each present experience enables us to do the same for our pasts.  The  continual reconstruction of the past in the light of the present is integral to full engagement with the present time. When we tell stories over a cup of coffee, we participate in the wholeness of language, which is itself a means of enacting the wholeness of   life.

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Investigating the Underachievement of University Students in Turkey: Exploring Subscales

Ugur Baslanti

pp. 40 - 56

Abstract

This study extends the work of Baslanti and McCoach  (2006),  which  aimed  to  identify the characteristics of gifted underachievers at the university level and the reasons for their underachievement using the School Attitude Assessment Survey- Revised (SAAS-R). In this study, underachievement refers to a discrepancy between outstanding achievement shown on a standardized test and low performance in school-related tasks compared to students of the same age (Clark, 1997). The present study was conducted with 30  underachievers using a  semi-structured  interview with  44 questions. The interview questions addressed five factors of underachievement: academic self-perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self-regulation. Data were analyzed using content  analysis and frequencies were obtained for all items. Results from the interviews indicated that the findings paralleled those obtained in the original  study.

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