Download or read book A Phenomenological Study of the Lived Experiences of Students in the Advancement Via Individual Determination AVID College Readiness System at Central High School written by Samuel Louis Rutherford and published by . This book was released on 2013 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Advancement VIA Individual Determination AVID Program and Student Self efficacy and Academic Achievement written by Kimberly S. Monachino and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined the impact of the Advancement Via Individual Determination (AVID) program on students' self-efficacy and academic achievement outcome measures at the middle and high school level. AVID is a college readiness system designed to prepare at-risk students in the fourth through 12th grade for college. The main focus of this study was to determine if there was a difference in students' self-efficacy based on the number of years in the AVID program and if there was a difference in AVID students' academic achievement outcome measures between seventh and eighth grade in reading and math. Participants included seventh through 11th grade AVID students in one suburban school district within northeast Ohio (N = 239). These students reported perceptions of their self-efficacy on the My Voice Survey (QISA, 2010). Student achievement data were obtained from the 2010-2011 Ohio Department of Education Local Report Card. Through multivariate analysis of variance (MANOVA) the data were analyzed. Findings from this study indicated that there were statistically significant differences in students' self-efficacy based on the number of years in the AVID program and statistically significant differences in academic achievement outcome measures between seventh and eighth grade for AVID students in reading and math. AVID students' active engagement was statistically significant in year 1 of the AVID program when compared to year 2, year 3 or more. Seventh grade AVID students' math scores had a statistically significant higher mean score (414.66) than did eighth grade AVID students' math scores (403.02). These results suggested that AVID students' self-efficacy and academic achievement outcomes did not increase as they progressed through the program. The data showed that perhaps the AVID program may not be the answer to the problem that was posed in this study and that the AVID program alone may not be the reason for the findings of the study. The results may be attributed to other variables beyond the AVID program, such as high quality instruction from teachers, mentoring from tutors, support from guidance counselors, or encouragement from family members.
Download or read book Student Perceptions Regarding the Influence of Advancement Via Individual Determination AVID on College Readiness written by Jessica L. Kiernan and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Advancement Via Individual Determination AVID on Achievement and Perceptions of Learning written by Zoe Varela Beltz and published by . This book was released on 2018 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing students for success in their educational endeavors and beyond is the primary function of schools and, yet, how to do so is one of the most hotly debated issues of education today. Programs such as Advancement Via Individual Determination, or AVID, seek to help students become more successful and more prepared for college and also hope to close the achievement gap. This study examines the impact of the AVID program at one Southern California high-performing school on its students' academics and perceptions of school and learning. The study found that students within the AVID program increased their GPAs and those who had been in for two years had even stronger growth. Additionally, results showed that students overwhelmingly felt that the program had a positive impact on their school and learning, most especially on aspects of organization, collaboration, and the AVID family.
Download or read book How Participation in Student run Media Impacts a College Student s Sense of Self efficacy written by Hugh Davis Bouchelle and published by . This book was released on 2021 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to discover and understand college students’ perceptions of the ways their lived experiences while participating in college student-run media have impacted their sense of self-efficacy. The central research question was, what are college student perceptions of how participation in college student-run media impacts their sense of self-efficacy? Bandura’s social cognitive theory of self-regulation, which explains how an individual’s environment, behavior, and personal factors combine and intertwine to produce feelings of self-efficacy, was used as the framework for this study. Purposeful sampling was used to select full-time students that had worked at least one semester on staff in a college, student-run media service, and were still active. The study site was a single, medium-sized college of approximately 7,678 students in the Mid-Atlantic United States. The participants for this study had primary editorial control over the content of the media productions they managed. Data were collected through individual interviews, individual media projects, and observations of related media group activities. The data were then analyzed using both Creswell’s and Moustakas’s procedures to identify the essence of the lived experiences. The central research question served to discover and understand participant perceptions of how college student-run media participation impacted self-efficacy. Subquestions included how participants described the environmental, behavioral, and personal factors related to that lived experience. The resulting data discovered three major themes supporting Bandura’s theory regarding how environmental, behavioral, and personal factors have a strong positive perceived effect on self-efficacy resulting from participation.
Download or read book A Qualitative Phenomenological Study of the Lived Experiences of Students Who Successfully Graduated from a For Profit Business College or University written by Louis Pearsall and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of Academic Retention written by Suzann Faye Bouray and published by . This book was released on 2021 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to understand the lived experiences of young adults who were retained during their K-12 education and persisted to high school graduation from a southwestern Kansas school. The central research question guiding the study were: What are the lived experiences of young adults who were retained during their K-12 education and persisted to high school graduation from a southwestern Kansas school? Guiding questions were implemented to further understand the phenomenon of grade retention. The guiding questions were: How did the young adults believe their self-efficacy was influenced either positively or negatively by grade retention? How did the young adults explain their K-12 educational experiences and the adult’s future in connection with their personal grade retention? Bandura’s self-efficacy theory is the examination of one’s own belief on their own ability to achieve a self-determined level of success is based on their own life’s experiences and will serve as the theoretical framework. Bandura’s theory relates to the proposed study in the understanding of the life experiences of adults’ self-efficacy who were retained during their K-12 education. Study participants were selected through a participant recruitment survey. The study included 13 participants who were retained during their K-12 education. The data collection methods included interviews, journal entries, and a focus group of the young adults. The transcendental phenomenological reduction process was used for data analysis. This research disclosed both positive and negative outcomes to retention.
Download or read book A Phenomenological Study to Describe the Perseverance Experiences of Community College Students written by Andy John Benoit (Jr.) and published by . This book was released on 2021 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the perseverance experiences of first-generation students at one community college in the Southern United States. Tinto’s internationalist theory served as the theoretical framework for the study, which sought to answer the central research question: How do first-generation students at community college in the Southern United States describe their perseverance experience from their first to second year of college? There were four sub-questions included in the study: (1) How do college students describe the events that led them to persevere from their first to their second year of college? (2) How do college students describe the preparatory instances from high school that were most beneficial to their second year of college? (3) How do students who completed their first year of college describe the most impactful experience on their success and perseverance? (4) How do college students describe the instances which had an adverse effect on their perseverance experiences? Purposeful opportunity sampling was employed to obtain a sample population of 12 first-generation community college students who had shared experiences relative to the phenomenon of persistence. Data to examine the phenomenon in-depth were obtained using interviews focus groups, as well as a reflective writing assignment which revealed 10 themes that included: (a) motivation, (b) peer support, (c) institutional support and interventions, (d) class and academic experience, (e) special skills learned, (f) engagement, (g) learning opportunities, (h) interpersonal experiences, (i) academic challenges, and (j) COVID-19. The study findings, limitations, and recommendations for further study were provided.
Download or read book Lessons From The Learner written by Bohdan V. Nedilsky and published by . This book was released on 2013 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the experience of engaging the disengaged learner. Specifically, it sought to more fully understand what conditions, curriculum, and programmatic components in the words of students themselves had a hand in drawing students into the learning endeavor. Chapter One introduced the problem. With the current educational tone in the United States so impassioned, there is strong indication of an ailing system. These divides have persisted and intensified: the achievement gap, drop out rate, and excessive remediation. Chapter Two, as a review of literature, focused on the pedagogical debate paying particular attention to alternatives to the mainstream model of education. As in so many other debates, what was left out of earlier discussions of ending disengagement and failure were the subjective acts and their objective correlates related to the transformation toward learning engagement by students themselves in an actual classroom. All of this pointed to harnessing a particular research methodology, phenomenology, which requires careful attention to how people perceive, express, and make meaning of the lived experience. Chapter Three laid out the design to collect information. Through focus groups, interviews and constant comparative method current students and graduates shared their perspectives of learning engagement at Nexus High School. The requirements of the phenomenological method not only called for careful reconsideration of the meaning of the central research questions and concepts, but documentation of student perspectives through lived experience. Toward these ends, open-ended questions encouraged discussion rather than direct address of curriculum, conditions and components. Such discussion enabled redefinition of familiar concepts according to students' own understanding. Chapter Four presented the findings through student perceptions, experiences, and stories according to the requirements of the phenomenological framework set down in the previous chapter. Given the chance to speak, they instead demonstrated their leadership as engaged learners and redefined the meaning of these familiar terms. The final chapter summarizes the meaning of learning engagement according to Nexus students. In capturing their perspectives, this researcher adds an essential voice missing from today's educational reform debate.
Download or read book Gender and Higher Education written by Barbara J. Bank and published by JHU Press. This book was released on 2011-03 with total page 451 pages. Available in PDF, EPUB and Kindle. Book excerpt: Encyclopedic review about gender and its impact on American higher education across historical and cultural contexts. The contributors describe the ways in which gender is embedded in the educational practices, curriculum, institutional structures and governance of colleges and universities. Topics included are: institutional diversity; academic majors and programs; extracurricular organizations such as sororities, fraternities and women's centers; affirmative action and other higher educational policies; and theories that have been used to analyze and explain the ways in which gender in academe is constructed.
Download or read book Student Voices written by Jolene Bowman and published by . This book was released on 2015 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to include student voices in the discussion of persistence by exploring experiences of Stockbridge-Munsee students in higher education through the lens of Brayboy (2005) TribalCrit theory and the methods of McAfee (1997, 2000), Secatero (2009), and HeavyRunner and DeCelles (2002). The following question guided the study: What were the experiences of Stockbridge-Munsee students who persisted to succeed in Wisconsin colleges? Along with three sub-questions: 1) Which experiences were perceived as positive?; 2) Which experiences were perceived as negative?; and 3) Which experiences were perceived as strategic? A phenomenological methodology was employed to identify themes and patterns present in each participant's responses to semi-structured interview and focus group questions. Five, Stockbridge-Munsee students with a minimum of 24 credits earned prior and attending a Wisconsin college, participated in one-on-one interviews, and 5 students participated in a focus group. Data were analyzed following procedures recommended by Hycner (1999) and Marshall and Rossman (2006). The results were generally consistent with prior research findings in regards to college readiness, institutional support, community, financial aid, life imbalances, and family/social responsibilities among others influencing Stockbridge-Munsee students experiences to persist in Wisconsin colleges. While the connection between the lack of culturally accurate and relevant curriculum in high school to persistence was something new that arose out of this study. This study offered Stockbridge-Munsee student perceptions of persistence that could inform academia and Mohican nation. It also added to the literature on persistence in general and to the fewer studies adding student voices to the discussion of persistence for American Indian students. The research concluded that high schools, family, institutions, and Mohican Nation influence a student's persistence decisions which points to the need for improving efforts on and off campus.
Download or read book The High School Principal written by Leonard V. Koos and published by . This book was released on 1924 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Food Insecurity on Campus written by Katharine M. Broton and published by Johns Hopkins University Press. This book was released on 2020-05-12 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Crutchfield, James Dubick, Amy Ellen Duke-Benfield, Sara Goldrick-Rab, Jordan Herrera, Nicole Hindes, Russell Lowery-Hart, Jennifer J. Maguire, Michael Rosen, Sabrina Sanders, Rachel Sumekh
Download or read book The Adult Learner written by Malcolm S. Knowles and published by Routledge. This book was released on 2020-12-20 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.
Download or read book College Knowledge written by David T. Conley and published by John Wiley & Sons. This book was released on 2008-01-28 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although more and more students have the test scores and transcripts to get into college, far too many are struggling once they get there. These students are surprised to find that college coursework demands so much more of them than high school. For the first time, they are asked to think deeply, write extensively, document assertions, solve non-routine problems, apply concepts, and accept unvarnished critiques of their work. College Knowledge confronts this problem by looking at the disconnect between what high schools do and what colleges expect and proposes a solution by identifying what students need to know and be able to do in order to succeed. The book is based on an extensive three-year project sponsored by the Association of American Universities in partnership with The Pew Charitable Trusts. This landmark research identified what it takes to succeed in entry-level university courses. Based on the project's findings - and interviews with students, faculty, and staff - this groundbreaking book delineates the cognitive skills and subject area knowledge that college-bound students need to master in order to succeed in today's colleges and universities. These Standards for Success cover the major subject areas of English, mathematics, natural sciences, social sciences, second languages, and the arts.
Download or read book The Principal s Guide to School Budgeting written by Richard D. Sorenson and published by Corwin Press. This book was released on 2017-12-12 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing budgets that meet economic constraints and instructional expectations is challenging. This valuable resource is for administrators who want to enhance their instructional, technical, and managerial skills as visionaries, planning coordinators, and budgeting managers.
Download or read book The Good High School written by Sara Lawrence-Lightfoot and published by . This book was released on 1983 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: An award winning book by the noted Harvard educator which examines six schools that have earned reputations for excellence.
