Papers: College Access and Success by L. Neal Holly
Formal and informal partnerships between rural schools and their communities can provide a wide r... more Formal and informal partnerships between rural schools and their communities can provide a wide range of supports for all students, but particularly those from low-income families. In this analysis of six small rural school districts in Virginia we show how the broad participation of community groups and individuals supports academic achievement as well as preparation and aspirations for postsecondary education. Results demonstrate that school-community partnerships provide multiple points of contact for students that buttress the efforts of school personnel by extended educational opportunities outside the classroom and by meeting the needs of low-income students when parents and teachers are unable to do so.
Papers by L. Neal Holly
Agency and Influence: The Organizational Impact of a New School of Education Building
Planning For Higher Education, 2013
State Council of Higher Education For Virginia, Nov 1, 2009
Journal of Learning Spaces, Aug 31, 2013
This study uses the context of a School of Education's transition from an old adapted building to... more This study uses the context of a School of Education's transition from an old adapted building to a new dedicated structure to explore ways in which that occasion created an opportunity to address first and second-order barriers to faculty technology integration and pedagogical innovation. Barriers were address through the convergence of a purposeful application of an adult learner model to technology support and planning, and the opportunities provided by the move to a new building. Findings from pre and postmove faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes, as well as the unique aspects of faculty professional work life that complicate these efforts.
Internationalizing a Campus: From Colonial to Modern Times
Change the Magazine of Higher Learning, Nov 20, 2013
Although it had not officially closed, the College of William and Mary in Virginia had suspended ... more Although it had not officially closed, the College of William and Mary in Virginia had suspended classes as of 1881. Securing funding for operations with the promise of opening a normal school for men along side the liberal arts program, the College reopened for students in 1888. For several decades, the normal school attracted enough men to keep the institution afloat. Not until 1918 were women admitted to William and Mary, making the institution one of the only normal schools solely for men. This paper discusses the movement of the education program from a central to peripheral position as a result of the needs and visions of its presidents.
The Role of Rural Communities in the Postsecondary Preparation of Low-Income Students
Journal of Education for Students Placed at Risk (JESPAR), 2014
In the past decade, rural education has been critiqued for contributing to brain drain and social... more In the past decade, rural education has been critiqued for contributing to brain drain and social stratification that saps the human, social, and economic resources of rural communities. This article, based on an investigation of six small rural school districts in the same state, offers an alternative view of the role of community groups and individuals in the academic preparation and postsecondary aspirations of local low-income students. From the accounts of 79 school and community residents, we developed a typology that categorizes local stakeholders by their involvement in three common functions: program support, program directing, and program initiation/administration. These proeducational activities, in combination, support the necessary tasks of qualification, graduation, application, and aspiration. Results not only increase understanding about the ways rural communities support educational preparation, but also clarify the links between particular community behaviors and the completion of essential college-preparation tasks.
Papers: Space and Place in Higher Education by L. Neal Holly
This study uses the context of a School of Education’s transition from an old adapted building to... more This study uses the context of a School of Education’s transition from an old adapted building to a new dedicated structure to explore ways in which that occasion created an opportunity to address first and second-order barriers to faculty technology integration and pedagogical innovation. Barriers were address through the convergence of a purposeful application of an adult learner model to technology support and planning, and the opportunities provided by the move to a new building. Findings from pre and post-move faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes, as well as the unique aspects of faculty professional work life that complicate these efforts.
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Papers: College Access and Success by L. Neal Holly
Papers by L. Neal Holly
Papers: Space and Place in Higher Education by L. Neal Holly