“Universidade da Democracia: A universidade comunitária americana no Século XXI”: Delimitação da discussão.

Autores

  • Amelia Marcetti Topper Doctoral Student Education Policy & Evaluation Mary Lou Fulton Teachers College Arizona State University
  • Jeanne M. Powers Associate Professor Education Policy & Evaluation Mary Lou Fulton Teachers College Arizona State University United States

DOI:

https://doi.org/10.14507/epaa.v21n14.2013

Palavras-chave:

universidades comunitárias, educação superior, acesso dos estudantes, persistência, estudantes não-tradicionais

Resumo

Neste texto, os editores convidados do Número Especial da AAPE sobre “Universidade da Democracia: A universidade comunitária americana no Século XXI”: a) introduz o plano de fundo, história, e contexto das universidades comunitárias (em inglês Community Colleges) no cenário mais amplo da educação superior; b) resume os três trabalhos de investigação e os dois comentários a vídeos que foram revistos por pares e selecionados para integrar este número especial; e, c) discute as contribuições individuais e os principais temas transversais aos trabalhos selecionados. A sua importância é discutida em termos das ideias que cada um dos trabalhos traz para a pesquisa geral sobre este tema e o potencial de cada trabalho para informar a investigação, as práticas e as políticas sobre faculdades comunitárias.

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Biografia do Autor

Amelia Marcetti Topper, Doctoral Student Education Policy & Evaluation Mary Lou Fulton Teachers College Arizona State University

Ms. Topper has worked in the education sector for over 15 years as both an educator and researcher, and is currently pursuing a Ph.D. in Education Policy and Evaluation at Arizona State University. Ms. Topper has experience working on studies for the U.S. Department of Education, the Lumina Foundation, the Bill & Melinda Gates Foundation, the Pell Institute, state agencies, and local school districts. She works with Achieving the Dream, a national community college reform movement, and has authored and co-authored numerous policy briefs on the initiative-wide database. Topics of research include postsecondary student access, persistence and retention; financial aid policies; community colleges; and, K-12 student migration and charter school enrollment. Ms. Topper’s research has been published in Review of Education Research, Journal of School Choice, and On the Horizon, and she is currently a Managing Editor of Education Policy Analysis Archives. She holds a Master's in Leadership in Teaching from the College of Notre Dame of Maryland, and a Bachelor's in the Philosophy and Classical Languages from St. John's College, Annapolis, Maryland.

Jeanne M. Powers, Associate Professor Education Policy & Evaluation Mary Lou Fulton Teachers College Arizona State University United States

Dr. Powers received her Ph.D. in Sociology from the University of California, San Diego. Her research focuses on school choice, accountability policies, school finance litigation, and school segregation. Her book, Charter Schools:  Reform Imagery, Reform Reality, was published in 2009 by Palgrave Macmillan. One of Dr. Powers' ongoing projects is a historical analysis of Mexican American school segregation cases in the Southwest. For an example of this line of research, see, "Between Mendez and Brown: Gonzales v. Sheely (1951) and the Legal Campaign Against Segregation" (with Lirio Patton), an analysis of the legal arguments in Mexican American school segregation cases, which was published in March 2008 in Law and Social Inquiry. In another line of research she is examining how social science research shapes judicial decision-making in school finance cases. Dr. Powers' research has also been published in American Educational Research Journal, Educational Policy, and Equity and Excellence in Education. Dr. Powers is currently an Editor of Education Policy Analysis Archives.

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Publicado

2013-02-25

Como Citar

Topper, A. M., & Powers, J. M. (2013). “Universidade da Democracia: A universidade comunitária americana no Século XXI”: Delimitação da discussão. Arquivos Analíticos De Políticas Educativas, 21, 14. https://doi.org/10.14507/epaa.v21n14.2013

Edição

v. 21 (2013)

Seção

Articles