by Amelia Marcetti Topper
This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach.
by Jennifer C. Ng, Donald D. Stull & Rebecca S. Martinez
In recent decades, federal policymakers have pushed for education to be a more “scientific” endeavor. Through an ethnographic study of one school district’s implementation of multi-tier system of supports, the authors examine the applied logic of this comprehensive reform initiative and its impact in practice.
Education researchers Judith Touré and Dana Thompson Dorsey discuss their co-authored TC Record article. Watch and discuss this episode on Vialogues.
by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
The Role of Intellectual Humility in Dissertation Completion
by Dia Sekayi, Roni Ellington, Benjamin Welsh & Kmt G. Shockley
This study examines the narrated perceptions of doctoral students regarding their development as scholars and the impact of that development on the dissertation process. The purpose of this study was to substantiate and add nuance to the Scholar Transformation Theory with empirical data using the following research questions: how do advanced doctoral students narrate their view of themselves in terms of the phases of the Scholar Transformation Theory continuum and where do advanced doctoral students place the locus of control regarding the writing of the dissertation? Individual interview data were collected in 2020 from a sample of doctoral students who completed a Summer Dissertation Intensive. Interviews were conducted with nine individuals who gave informed consent and subsequently scheduled an interview. Hybrid thematic analysis was used to handle the data. The findings suggest alignment between participant self-placement on the Scholar Transformation Theory continuum and locus of control language used in the interview as a precursor to successful movement through the dissertation process. The concept of intellectual humility and its less productive counterpart, intellectual overconfidence/arrogance, captured the implications of the alignment or misalignment between self-placement on the continuum and locus of control language; the former facilitating success and the latter, stagnation.