Ronald E Hallett
Dados Biográficos
| ID | 93778 |
|---|---|
| NOME | Ronald E Hallett |
| PRENOMES | Ronald E |
| SOBRENOME | Hallett |
| ASSINATURA | HALLETT R E |
| AFILIAÇÕES | University of the Pacific |
| ORCID | 0000-0002-4800-4663 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 94 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Individual and Collective Learning Through Professional Learning Communities
After decades of training and professional development focused on individual learning, researchers now argue for moving toward collaborative learning models with the potential to shift institutional culture. To offer an example of such an approach, this study describes how cross-functional Professional Learning Communities (PLCs) fostered an iterative, individual and collective learning process among student affairs and academic affairs professio…
A Matter of Time (Use)
Educators have been concerned about students’ time management skills for decades. Subsequently, scholars have studied approaches for better time management to intervene and help students. Prior research has described organizing, scheduling, and completing tasks to meet time constraints. Although insightful for understanding key mechanisms at the individual level, such approaches miss structural influences that shape the degree of control working-…
Developing Shared Leadership for Transformational Change Aimed at At-Promise Student Success
Guidance for educators seeking to build validating relationships that promote college success for low-income students
Maintaining Validation through Empathy
At-promise students (low-income, first-generation college students, and/or racially minoritized) have long encountered disproportionate barriers in navigating higher education, resulting in disparate impacts during the COVID-19 pandemic. In this study, we examined how higher education practitioners in three comprehensive college transition programs facilitated the validation of at-promise students during the pandemic. By drawing upon empathy, pra…
The tensions of teaching low-income students to perform professionalism
Scaling success for low-income, first-generation in college, and/or racially minoritized students through a culture of ecological validation
The Impact of a College Transition Program Proactive Advising Intervention on Self-Efficacy
This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and underrepresented minoritized students. The grade checks model was developed based on data comprised of longitudinal interviews with 70 participants in a comprehensive college transition program. Mid-semester grade checks…
Identity-Conscious Strategies to Engage At-Promise Students in a Learning Community
Background/Context: Low-income, racially minoritized, and first-generation college students (at-promise students) attending predominantly White, middle class institutions often face inequitable access to enriching educational opportunities, discrimination, and marginalization, creating barriers to their success. Institutions are increasingly designing comprehensive college transition programs (CCTPs) such as the Thompson Scholars Learning Communi…
The Process of Academic Validation Within a Comprehensive College Transition Program
Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first 2 years students attend college. In this article, we use validation theory to explore how a Comprehensive college transition programs can create academically validating experiences for underserved students, many…
A Typology of College Transition and Support Programs
College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and how programs relate to institutional goals and relate to student outcomes. In this article, we present and discuss the College Transition and Support Program Typology as a way of understanding how programs are simi…
Doubled-Up Homeless
Living doubled-up is a form of homelessness that can go undetected by schools, yet the toll it takes on the lives of students is significant. Accordingly, the purpose of this study was to determine how students who live in doubled-up homeless families differ from low-income students who live in permanent housing with regard to demographics, academics, and behavior problems. The study used records from a Northern California school district and a n…
Where there is no hope
Stereotypical notions of who experiences homelessness frame how educational institutions approach policy and program development. This life history of a teacher challenges assumptions by providing an in-depth look at a mother’s struggle to find stability
Homeless and highly mobile students
The introductory article sets the stage for this special issue of the International Journal of Qualitative Studies in Education on educational institutions’ responses to the increasing and shifting populations of homeless and highly mobile children and youth in a post-economic recession era
Beyond backpacks and bus tokens
How policies get translated and enacted by school districts frame how students experience reforms associated with federal law. This qualitative case study of a Northern California school district explores the importance of integrating homeless student initiatives within all aspects of the district functioning. Drawing from the equity framework of Skrla, McKenzie, Scheurich, and Dickerson (2011 Skrla, L., McKenzie, K. B., Scheurich, J. J., & Dicke…
That is not what homeless is
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning th…
Ethnographic Research in a Cyber Era
Ethnographers have long been concerned with how individuals and groups live out life in social spaces. As the Internet increasingly frames lived experiences, researchers need to consider how to integrate data from online spaces into "traditional" ethnographic research. Drawing from two ethnographic studies, we explain how online spaces were needed to more fully understand the physical environments and issues we studied. In addition to discussing …
Living Doubled-Up
Homeless youth face many barriers that limit success in the educational process. Subgroups of homeless youth frequently experience the educational process differently depending upon their residential context. Recent years witness the federal government’s expanding the definition of homelessness to include youth living doubled-up. This residential formation involves multiple families forced to live together as a result of economic crises. Although…
Writing on the Margins from the Center
Research with homeless youth requires negotiating with Institutional Review Boards (IRB), school districts, and social service agencies. Youth that are homeless live a life different from the researcher, thus issues of trust and caring need to be considered before asking a vulnerable young person to share his or her story. The authors share insight learned from a qualitative study of the educational barriers of homeless youth that highlight these…
In Treatment
How a text is written influences what is written. The writing process involves more than grammar and sentence structure. The authors use Laurel Richardson's "writing-story" to discuss the process of writing a dissertation. The authors share how they negotiated the advisor-advisee relationship throughout the dissertation process. Narratives are used to illustrate the differing perceptions experienced and negotiated within the advisor-advisee relat…
Ethnographic Research in a Cyber Era
Ethnographers have long been concerned with how individuals and groups live out life in social spaces. As the Internet increasingly frames lived experiences, researchers need to consider how to integrate data from online spaces into "traditional" ethnographic research. Drawing from two ethnographic studies, we explain how online spaces were needed to more fully understand the physical environments and issues we studied. In addition to discussing …
Living Doubled-Up
Homeless youth face many barriers that limit success in the educational process. Subgroups of homeless youth frequently experience the educational process differently depending upon their residential context. Recent years witness the federal government’s expanding the definition of homelessness to include youth living doubled-up. This residential formation involves multiple families forced to live together as a result of economic crises. Although…
That is not what homeless is
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning th…
Writing on the Margins from the Center
Research with homeless youth requires negotiating with Institutional Review Boards (IRB), school districts, and social service agencies. Youth that are homeless live a life different from the researcher, thus issues of trust and caring need to be considered before asking a vulnerable young person to share his or her story. The authors share insight learned from a qualitative study of the educational barriers of homeless youth that highlight these…
Doubled-Up Homeless
Living doubled-up is a form of homelessness that can go undetected by schools, yet the toll it takes on the lives of students is significant. Accordingly, the purpose of this study was to determine how students who live in doubled-up homeless families differ from low-income students who live in permanent housing with regard to demographics, academics, and behavior problems. The study used records from a Northern California school district and a n…
In Treatment
How a text is written influences what is written. The writing process involves more than grammar and sentence structure. The authors use Laurel Richardson's "writing-story" to discuss the process of writing a dissertation. The authors share how they negotiated the advisor-advisee relationship throughout the dissertation process. Narratives are used to illustrate the differing perceptions experienced and negotiated within the advisor-advisee relat…
A Typology of College Transition and Support Programs
College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and how programs relate to institutional goals and relate to student outcomes. In this article, we present and discuss the College Transition and Support Program Typology as a way of understanding how programs are simi…
Beyond backpacks and bus tokens
How policies get translated and enacted by school districts frame how students experience reforms associated with federal law. This qualitative case study of a Northern California school district explores the importance of integrating homeless student initiatives within all aspects of the district functioning. Drawing from the equity framework of Skrla, McKenzie, Scheurich, and Dickerson (2011 Skrla, L., McKenzie, K. B., Scheurich, J. J., & Dicke…
A Matter of Time (Use)
Educators have been concerned about students’ time management skills for decades. Subsequently, scholars have studied approaches for better time management to intervene and help students. Prior research has described organizing, scheduling, and completing tasks to meet time constraints. Although insightful for understanding key mechanisms at the individual level, such approaches miss structural influences that shape the degree of control working-…
Writing on the Margins from the Center
Research with homeless youth requires negotiating with Institutional Review Boards (IRB), school districts, and social service agencies. Youth that are homeless live a life different from the researcher, thus issues of trust and caring need to be considered before asking a vulnerable young person to share his or her story. The authors share insight learned from a qualitative study of the educational barriers of homeless youth that highlight these…
In Treatment
How a text is written influences what is written. The writing process involves more than grammar and sentence structure. The authors use Laurel Richardson's "writing-story" to discuss the process of writing a dissertation. The authors share how they negotiated the advisor-advisee relationship throughout the dissertation process. Narratives are used to illustrate the differing perceptions experienced and negotiated within the advisor-advisee relat…
Living Doubled-Up
Homeless youth face many barriers that limit success in the educational process. Subgroups of homeless youth frequently experience the educational process differently depending upon their residential context. Recent years witness the federal government’s expanding the definition of homelessness to include youth living doubled-up. This residential formation involves multiple families forced to live together as a result of economic crises. Although…
Ethnographic Research in a Cyber Era
Ethnographers have long been concerned with how individuals and groups live out life in social spaces. As the Internet increasingly frames lived experiences, researchers need to consider how to integrate data from online spaces into "traditional" ethnographic research. Drawing from two ethnographic studies, we explain how online spaces were needed to more fully understand the physical environments and issues we studied. In addition to discussing …
Where there is no hope
Stereotypical notions of who experiences homelessness frame how educational institutions approach policy and program development. This life history of a teacher challenges assumptions by providing an in-depth look at a mother’s struggle to find stability
Homeless and highly mobile students
The introductory article sets the stage for this special issue of the International Journal of Qualitative Studies in Education on educational institutions’ responses to the increasing and shifting populations of homeless and highly mobile children and youth in a post-economic recession era
Beyond backpacks and bus tokens
How policies get translated and enacted by school districts frame how students experience reforms associated with federal law. This qualitative case study of a Northern California school district explores the importance of integrating homeless student initiatives within all aspects of the district functioning. Drawing from the equity framework of Skrla, McKenzie, Scheurich, and Dickerson (2011 Skrla, L., McKenzie, K. B., Scheurich, J. J., & Dicke…
That is not what homeless is
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning th…
Doubled-Up Homeless
Living doubled-up is a form of homelessness that can go undetected by schools, yet the toll it takes on the lives of students is significant. Accordingly, the purpose of this study was to determine how students who live in doubled-up homeless families differ from low-income students who live in permanent housing with regard to demographics, academics, and behavior problems. The study used records from a Northern California school district and a n…
The Process of Academic Validation Within a Comprehensive College Transition Program
Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first 2 years students attend college. In this article, we use validation theory to explore how a Comprehensive college transition programs can create academically validating experiences for underserved students, many…
A Typology of College Transition and Support Programs
College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and how programs relate to institutional goals and relate to student outcomes. In this article, we present and discuss the College Transition and Support Program Typology as a way of understanding how programs are simi…
The Impact of a College Transition Program Proactive Advising Intervention on Self-Efficacy
This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and underrepresented minoritized students. The grade checks model was developed based on data comprised of longitudinal interviews with 70 participants in a comprehensive college transition program. Mid-semester grade checks…
Identity-Conscious Strategies to Engage At-Promise Students in a Learning Community
Background/Context: Low-income, racially minoritized, and first-generation college students (at-promise students) attending predominantly White, middle class institutions often face inequitable access to enriching educational opportunities, discrimination, and marginalization, creating barriers to their success. Institutions are increasingly designing comprehensive college transition programs (CCTPs) such as the Thompson Scholars Learning Communi…
The tensions of teaching low-income students to perform professionalism
Scaling success for low-income, first-generation in college, and/or racially minoritized students through a culture of ecological validation
Maintaining Validation through Empathy
At-promise students (low-income, first-generation college students, and/or racially minoritized) have long encountered disproportionate barriers in navigating higher education, resulting in disparate impacts during the COVID-19 pandemic. In this study, we examined how higher education practitioners in three comprehensive college transition programs facilitated the validation of at-promise students during the pandemic. By drawing upon empathy, pra…
Guidance for educators seeking to build validating relationships that promote college success for low-income students
A Matter of Time (Use)
Educators have been concerned about students’ time management skills for decades. Subsequently, scholars have studied approaches for better time management to intervene and help students. Prior research has described organizing, scheduling, and completing tasks to meet time constraints. Although insightful for understanding key mechanisms at the individual level, such approaches miss structural influences that shape the degree of control working-…
Developing Shared Leadership for Transformational Change Aimed at At-Promise Student Success
Individual and Collective Learning Through Professional Learning Communities
After decades of training and professional development focused on individual learning, researchers now argue for moving toward collaborative learning models with the potential to shift institutional culture. To offer an example of such an approach, this study describes how cross-functional Professional Learning Communities (PLCs) fostered an iterative, individual and collective learning process among student affairs and academic affairs professio…
Psychology (14 obras) · Sociology (14 obras) · Political science (10 obras) · Pedagogy (9 obras) · Medical education (8 obras) · Medicine (8 obras) · Higher education (7 obras) · Homelessness and Social Issues (7 obras) · Mathematics education (7 obras) · Higher Education Research Studies (6 obras)