International Teacher Education Conference 2014 1

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International Teacher Education Conference 2014 Chabot, D., Chabot, M. (2009) „ Emocionalna pedagogija“. Zagreb: Educa. Crossman, J. (2007.) The role of relationshipa and emotions in students receptions of learning and assessment. Higer Education Research ad Development, 26 3: 313:327. Ferriere, A. (1935.) Aktivna škola. Beograd: Geca Kon A D. Frijda, N. H. (1986.) The emotions. Cambridge: Cambridge University Press Goleman, D. (1997) Emocionalna inteligencija. Zagreb: Mozaik knjiga. Jones, F. (2007.) Tools for teaching. Savta Cruz: Fredric H.J.&Associates Kiper,H; Mischke,W. (2008). Uvod u opću didaktiku. Zagreb: Educa. Kolak, A. (2010.) Sociometrijski status učenika u razrednom odjelu i školskoj hijerarhiji. Pedagogijska istraživanja. 7,2; 234-254. Kolak, A. (2010.) Dinamičnost nastavnog procesa – zahtjev suvremene nastave.Suvremeni metodički izazovi. 916-934. Kolak, A., Majcen, M. (2011) Emotional reactions of pupils as a way of developing creativity in teaching process. Zbornik – The gifted in the process of globalization. Universitatea de Vest „Aurel Vlaicu“ Arad, Romania:337-361. Kolak, A. (2013.) Istraživanje socijalnih odnosa među učenicima u razrednim odjelima. Zrno: časopis za obitelj, školu I vrtić. 24, 107-108 (133-134); 10-13. Kolak, A. (2013.) Emocionalne reakcije učenika vezane uz process evaluacije. Ljubljana: Eduvision. Kyriacou, C. (2001)Temeljna nastavna umijeća. Zagreb: Educa. Legault, F. (1993.) Gender Differences in the Perceptions of Affiliate Networks in Primary School. http://www.eric.ed.gov/ MacDonald, C. D.(1991.) Children's Awareness of Their Popularity and Social Acceptability. http://www.eric.ed.gov/ Macklem, G. L. (2008.) Practitioner's guide to emotion regulation in school-aged children. New York: Springer- Press. Milivojević, Z. (2007.) Emocije. Novi Sad: Psihopolis Institut. Miljković, D, Rijavec, M. (2009.) Važnost pozitivnih emocija u odgoju i obrazovanju. Napredak, 150(3-4), 488- 506. Oatley, K., Jenkins, J. M. (2003.) Razumijevanje emocija. Jastrebarsko: Naklada Slap Pekrun, R. (2006.) The Control_Value Theory of Achievement Emotions: Assumptions, Collollaries, and Implications for Educational Research and Practice. Educ. Psychol. Rev. 18: 315-341. Poljak, V. ( 1967.) Dinamičnost nastave. Zagreb: Školska knjiga. Salovey, P., Sluyter, D. J. (1999.) Emocionalni razvoj i emocionalna inteligencija : pedagoške implikacije. Zagreb: Educa. Suzić, N. ( 2008.) Emocije i afektivni stilovi u nastavi. Pedagogijska istraživanja 5(2): 153-165. Zaninović, M. ( 1988.) Opća povijest pedagogije. Zagreb: Školska knjiga. Slunjski, E. (2013) „Kako djetetu pomoći da upozna svoje emocije i nauči njima upravljati. Zagreb: Element. Torrey, G. K.; Wright, D. (1996.) Peer Behavior Ratings as Predictors of Sociometric Status. http://www.eric.ed.gov/ Vasta, R; Haith, M.M; Miller,A. (2005.) Dječja psihologija. Jastrebarsko: Naklada Slap. 274
International Teacher Education Conference 2014 Organizational Dynamics in Declining US Male College Enrollments Paul W. O'Brien ª * ª California State University, Stanislaus Abstract Academic journals have witnessed an increasing body of research investigating gender ratios in U.S. college enrollments. Since the mid-1990s, the popular press has also been publishing articles on the declining percentage of men in U.S. college enrollment. There is also an international component to this issue: countries such as Germany, England, and Australia have begun to look more closely at their male college enrollments. The present study consists of three phases. Phase I consisted of focus groups conducted with male college students. Phase II, reported in this article, reviews relevant literature. Phase III will incorporate quantitative survey research methodologies for data collection. This article includes research that reviews what is being done on college campuses in the United States, specifically California, to address the issue of male college enrollments in higher education. Research presented includes A.A. degree-granting junior colleges, and M.A.- granting and Ph.D. granting colleges in Northern and Southern California, and investigates what organizational interventions are addressing changing college enrollments. Research shows that California public higher education has yet to become actively involved in this issue. Keywords. Introduction The topic of men’s enrollment stagnation in higher education has gained increasing attention in both the popular press and academic research journals. Men’s share of total college enrollment has fallen steadily from a high of 71% to 43% in 2005. The issue has also received attention in countries other than the United States. Stories in the popular press typically give the national numbers with hyperbole that implies a crisis. Some examples can be found in The New York Times, such as “Addressing the Gender Gap in College Aspirations”. The articles; point out that for every 100 woman enrolled there are 77 men; for every 100 women that graduate only 73 men accomplish that goal. The issue of a racial component has also been written about, such as in the article. “Colleges Struggle to Help Black Men Stay Enrolled,” which discusses enrollment at Medgar Evers College (Brooklyn, New York) where 97% of male students are black and the number of male students is only 22% of the total enrolment. These articles and others have created a panic that Mills (2003)calls “backlash blockbusters.” Both the popular press and academic journals point a real issue in higher education and society. The stagnation of male college enrollments will have real consequences for society. If men lack the education and credentials to assume leadership roles with their female counterparts in society, how will this affect men and society? What types of careers will be available to men without college degrees or credentials? How will the new roles of men without college degrees and credentials play out in society? How will mate selection and other societal functions play out in a world with fewer men obtaining degrees? These trends will bring about “uncertainties about men’s social position and status”. Social locations will also occur with this societal dynamic as noted: “This trend could have serious implications for returns in the labor market as well as social outcomes such as marriage and fertility” (Long, 2004). A related concern about declining male educational attainment has been reported in the U.S. popular media. Incidents such as the shootings at Columbine High School in Littleton, Colorado, has “placed boys, their socialization and questions of power and privilege, and violence at the center of public attention” (Weaver- Hightower, 2003). Thus, masculinities and more specifically violence has raised the concerns of men’s lives in society as a concern unlike issues surrounding female college enrollments. Male-female achievement has also received attention with articles such as “At College, Women are Leaving Men in the Dust” (NYT, 2006). This article discusses the role of male student efforts in college. Women care about their grade point average (GPA) but men less so. This notion of academic achievement is also noted in E-mail address: Pobrien@csustan.edu 275
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