Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field

Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

A New Dimension of the Social Structure of the Cognitive Society «Knowledge-class» and its Class Definiteness

The article outlines the principles of class definition of the cognitive society’s social structure element called «Knowledge-class» and reveals the features of the indicated phenomenon. Showing the specificity of the new dimension of the cognitive society’s social structure, the author proceeds from the fact that this specificity is organically linked to the formation of new social resources, such as knowledge and information, the ability to manage knowledge and information, and the ability to control. The logic of the «Knowledge-class» concept formation (R. Dahrendorf, R. Florida, P. Drucker, F. Machlup) is revealed and the properties and characteristics of a new element of the cognitive society’s social structure are indicated

Lessons Learned from Research on Student Evaluation of Teaching in Higher Education

In higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.

From the Concrete Grew a Flower: A Story of Immigration

This article uses storytelling to examine the importance of seeing beyond measurement. It looks at efficacy related to the measurement and valuation of human potential. Using the lenses of power, knowledge, class, and systems theories, it examines the lived experience of a first-generation U.S. immigrant. As a result, it demonstrates that human potential is difficult to accurately measure.

New Stakeholders Changing Europe

The article provides a comprehensive analysis of the stakeholders’ impact on the development of the European Union and identifies prospects for the stakeholders’ development and building out appropriate institutions for Ukraine. Globalization, transition of a number of Western countries to the initial stage of an information society, formation of the world economic system, formation of a "risk society" - all these and other factors have led to the transformation of stakeholders in the European Union. The new stakeholders, namely, the global civil society, the transnational capitalist class, the blurred middle class and the precariat, the knowledge-class, the under-class are changing the foundations of the modern world order. Against the background of globalization, the global economic crisis of 2008-2013, many countries are trying to avoid considerable shocks by deepening cooperation, participation in certain integration processes, coordination with other countries or international organizations to address issues of stabilizing their own socio-economic situation. Ukraine has also chosen this strategy by signing and ratifying the Association Agreement with the EU in 2014. For Ukraine, the example of the enlargement of the European Union in 2004 is a heuristic, because the mechanism of admission of new participants is still relevant today. The key components of the country's preparation algorithm were economic transformations, democratization of the country's governance, increase of energy efficiency, and synchronization of legal norms with the EU.

The Causal Linkages Among Arts, Knowledge Employment, and Local Economic Performance

This study extends art-related development literature by examining the causal relationships among artists, knowledge-class workers, and local income growth through direct and indirect paths. The units of analysis are 260 metropolitan statistical areas in the United States from 2001 to 2012. The results suggest that arts industries directly enhance the local economy. The arts industries also indirectly enhance the local economy through the accumulation of a knowledge-class workforce.

EFFECT OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING SKILLS ON SCIENTIFIC KNOWLEDGE CLASS X

The aims of research were to analize: (1) Student’s skill proccess science by using inquiry training learning model better than direct intruction learning model; (2) Student’s skill process science who had under average better than above average category in scientific knowledge; and (3) the interaction between learning model and the level of scientific knowledge in fluencing student’s skill process science. The research was quasi-experimental research. The population of this research is all of thenth grade students of SMAN 3 Gunungsitoli. The sample of this researchconsist of grade with was taken by cluster random sampling were X2 and X3 class.The research instrument consisted of skill process science essay test and criticalthinking skills test data be analysed by using Two–way ANAVA. Result of theresearch showed that kill of the student science process (1) between inquiry training and direct intruction, where inquiry training better than direct intruction, (2) between group of student in the group of the students scientific knowledgeupon and under of mean, where scientific knowledge upon of mean better then scientific knowledge under of mean, (3) no interaction between inquiry training and scientific knowledge increased skill of student science process.