Download or read book Learning Communities for Students in Developmental Math written by Evan Weissman and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: For students in developmental math, a primary short-term goal of learning communities is to accelerate students' progression through the math sequence and into college-level coursework. A longer-term goal is that enrolling in developmental math learning communities will increase students' ultimate likelihood of earning a credential or transferring to a four-year institution. Queensborough Community College and Houston Community College are two large, urban institutions that have implemented developmental math learning communities with these goals in mind. At each school, cohorts of 20 to 25 students co-enrolled in developmental math and a linked course; at Queensborough, all levels of developmental math were linked primarily with college-level courses, and at Houston, the learning communities linked the lowest level of developmental math with the college's student success course, which is designed to prepare students for the demands of college. These colleges are two of the six participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration at these colleges was designed to determine whether the programs succeeded in boosting their students' success. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. Based on a longer report of the same title, this Brief presents impact findings for Queensborough and Houston's developmental math learning communities. [This brief was written with Rashida Welbeck. For related reports, see "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges" (ED516646); and "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary" (ED516652).].

Download or read book Learning Communities for Students in Developmental Math Impact Studiesat Queensborough and Houston Community Colleges Executive Summary written by Evan Weissman and published by . This book was released on 2011 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are two of six colleges participating in the National Center for Postsecondary Research's Learning Communities Demonstration, in which random assignment evaluations are being used to determine the effects of learning communities. At Queensborough, classes in all levels of developmental math were linked primarily with college-level classes, and at Houston, the lowest level of developmental math was linked with the college's student success class, designed to prepare students for the demands of college. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. The key findings presented in this report are: (1) Both Queensborough and Houston began by implementing a basic model of a one-semester developmental math learning community; (2) Learning community students attempted and passed their developmental math class at higher rates at both colleges; (3) In the semesters following students' participation in the program, impacts on developmental math progress were far less evident; and (4) On average, neither college's learning communities program had an impact on persistence in college or cumulative credits earned. With these results, a pattern is beginning to emerge in the experimental research on learning communities: Linked classes can have an impact on students' achievement during the program semester, but this effect diminishes over time. However, a fuller understanding will be gained as findings are released from the remaining three colleges in the demonstration. A final project synthesis report, including further follow-up, will be published in 2012. (Contains 2 figures and 2 footnotes.) [This paper was written with Rashida Welbeck. For the main report, see ed516646.].

Download or read book Linked Learning Communities What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. The theory behind these programs is that active learning in a community-based setting can improve academic outcomes by increasing social as well as academic integration. The WWC identified six studies of linked learning communities and their impacts on the enrollment and achievement of postsecondary students in developmental education. All six studies meet WWC standards without reservations and included about 7,400 undergraduate students across six community colleges. Overall, the effects of linked learning communities on academic achievement, degree attainment, postsecondary enrollment, credit accumulation, and progress in developmental education for postsecondary students were neither statistically significant nor large enough to be considered to be substantively important. Therefore, the WWC considers linked learning communities to have no discernible effects on these outcomes for community college students in developmental education. Appendices include: (1) Research details for Sommo et al. (2012); (2) Research details for Weiss et al. (2010); (3) Research details for Weissman et al. (2011) [Houston]; (4) Research details for Weissman et al. (2011) [Queensborough]; (5) Research details for Weissman et al. (2012) [Baltimore]; (6) Research details for Weissman et al. (2012) [Merced]; (7) Outcome measures for each domain; (8) Findings included in the rating for the academic achievement domain; (9) Findings included in the rating for the degree attainment domain; (10) Findings included in the rating for the postsecondary enrollment domain; (11) Findings included in the rating for the credit accumulation domain; (12) Findings included in the rating for the progress in developmental education domain; (13) Summary of subgroup findings for the academic achievement domain; (14) Summary of subgroup findings for the postsecondary enrollment domain; (15) Summary of subgroup findings for the credit accumulation domain; and (16) Summary of subgroup findings for the progress in developmental education domain. [Three of the studies examined in this intervention report can be found in ERIC: (1) Weiss, M. J., Visher, M. G., & Wathington, M. (2010). "Learning communities for students in developmental reading: An impact study at Hillsborough Community College", see ED510961; (2) Weissman, E., Butcher, K. F., Schneider, E., Teres, J., Collado, H., Greenberg, D., & Welbeck, R. (2011). "Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges", see ED516646; and (3) Weissman, E., Cullinan, D., Cerna, O., Safran, S., & Richman, P. (2012). "Learning communities for students in developmental English: Impact studies at Merced College and the Community College of Baltimore County", see ED529251.].

Download or read book Learning Communities for Developmental Education Students written by Michael J. Weiss and published by . This book was released on 2011 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents results from a rigorous random assignment study of Learning Communities programs operated at three of six community colleges participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration's focus is on determining whether Learning Communities are an effective strategy for helping students who have been referred to developmental education. The setting of this research is Hillsborough Community College, Queensborough Community College and Houston Community College. Findings from these three Learning Communities Demonstration sites are as follows: (1) Hillsborough's fairly basic Learning Communities' model did not have a meaningful impact on students' academic success (in terms of likelihood of completing developmental reading, average total credits attempted/earned, and rates of persistence); (2) Both Houston's and Queensborough's Learning Communities programs showed evidence of helping students progress through the developmental math sequence more quickly; and (3) Houston's and Queensborough's Learning Communities programs both did not show evidence of lasting impacts on credit accumulation or retention. (Contains 2 tables.).

Download or read book Exploring the Impact of Learning Communities at a Community College written by Teri A. VonHandorf and published by . This book was released on 2012 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods participatory action research study was to explore the impact of learning communities on students enrolled in the lowest level of developmental math at a two-year college. The learning community consisted of twenty-three students who were enrolled in both a student success course (GEN102) and a developmental math course (MAT055). Quantitative data was collected ex post facto determine if there were differences in the success, retention, and persistence rates of students enrolled in the learning community section versus the non-learning community sections of developmental math. The study used both descriptive statistics and inferential statistics. Descriptive statistics showed a positive difference between learning community participants and non-learning community participants along the dimensions of success and persistence, but a negative difference in retention. These differences were not found to be statistically significant. Qualitative data were analyzed from two independent sources: (1) a focus group interview conducted with 13 learning community participants at the end of the semester, and (2) the researcher's reflective journal. The themes that emerged from both qualitative data sources were used to deepen the understanding of the quantitative data and to inform the recommendations presented in this study to strengthen and scale up the institution's learning community program.

Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Scaling Up Learning Communities written by Mary G. Visher and published by . This book was released on 2010 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Building Learning Communities written by Dan Bloom and published by . This book was released on 2005 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community College Developmental Mathematics Classrooms Understanding Supportive Faculty Strategies and Impact on Student Success written by Rachel Santiago and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban Morphology written by Vítor Oliveira and published by Springer. This book was released on 2016-03-30 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a book about cities or, more precisely, about the physical form of cities. It starts presenting the main elements of urban form – streets, urban blocks, plots and buildings – structuring our cities and the fundamental actors and processes of transformation shaping these elements. It then applies this analytical framework to describe the evolution of cities over history as well as to explain the functioning of contemporary cities. After the initial focus on the ‘object’ (cities) the book describes how different researchers and different schools of thought have been dealing with this object since the emergence of Urban Morphology, as the science of urban form, in the turning to the twentieth century. Finally, the book tries to identify what are the most important (and specific) contributions that Urban Morphology has to offer to contemporary cities, societies and economies.

Download or read book CoCA 2009 written by Ray C. Freeman III and published by Lulu.com. This book was released on 2009-12-29 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The American Community College written by Arthur M. Cohen and published by . This book was released on 1982 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about American community colleges, during the period from 1965-1980, and presents a comprehensive study useful for everyone concerned with higher education. It includes data summaries on students, faculty, curriculum, and many other quantifiable dimensions of the institutions. The data, descriptions, and analyses can be used by administrators--to learn about practices that have proved effective; curriculum planners--who anticipated program revision; faculty members--seeking ideas to modify their classes; and trustees and policy makers--for interesting financial and administrative guidelines.

Download or read book Compensatory Education for the Disadvantaged written by Edmund W. Gordon and published by . This book was released on 1966 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Liquidated written by Karen Ho and published by Duke University Press. This book was released on 2009-07-13 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: Financial collapses—whether of the junk bond market, the Internet bubble, or the highly leveraged housing market—are often explained as the inevitable result of market cycles: What goes up must come down. In Liquidated, Karen Ho punctures the aura of the abstract, all-powerful market to show how financial markets, and particularly booms and busts, are constructed. Through an in-depth investigation into the everyday experiences and ideologies of Wall Street investment bankers, Ho describes how a financially dominant but highly unstable market system is understood, justified, and produced through the restructuring of corporations and the larger economy. Ho, who worked at an investment bank herself, argues that bankers’ approaches to financial markets and corporate America are inseparable from the structures and strategies of their workplaces. Her ethnographic analysis of those workplaces is filled with the voices of stressed first-year associates, overworked and alienated analysts, undergraduates eager to be hired, and seasoned managing directors. Recruited from elite universities as “the best and the brightest,” investment bankers are socialized into a world of high risk and high reward. They are paid handsomely, with the understanding that they may be let go at any time. Their workplace culture and networks of privilege create the perception that job insecurity builds character, and employee liquidity results in smart, efficient business. Based on this culture of liquidity and compensation practices tied to profligate deal-making, Wall Street investment bankers reshape corporate America in their own image. Their mission is the creation of shareholder value, but Ho demonstrates that their practices and assumptions often produce crises instead. By connecting the values and actions of investment bankers to the construction of markets and the restructuring of U.S. corporations, Liquidated reveals the particular culture of Wall Street often obscured by triumphalist readings of capitalist globalization.

Download or read book Expanding Underrepresented Minority Participation written by Institute of Medicine and published by National Academies Press. This book was released on 2011-07-29 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.

Download or read book The American Community College written by Arthur M. Cohen and published by Jossey-Bass. This book was released on 1989-09-25 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges within the past decade. Chapter 1 identifies the social forces that contributed to the development and expansion of community colleges and the continuing changes in institutional purposes. Chapter 2 examines the shifting patterns of student characteristics and goals, the reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and recent moves toward student assessment. Chapter 3 draws on national data to illustrate the differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation, moonlighting, burnout, and job satisfaction. Chapter 4 reviews the changes that have taken place in college management as a result of changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control. Chapter 5 describes various funding patterns and their relationship to organizational shifts. Chapter 6 discusses the rise of learning resource centers and the maintenance of stability in instructional forms in spite of the introduction of a host of reproducible instructional media. Chapter 7 considers student personnel functions, including counseling, guidance, recruitment, retention, orientation, and extracurricular activities. Chapter 8 traces the rise of occupational education, as it has moved from a peripheral to a central position in the curriculum. Chapter 9 focuses on remedial and developmental programs and addresses the controversies surrounding student assessment and placement. Chapter 10 deals with adult and continuing education, lifelong learning, and community services. Chapters 11 and 12 examine curricular trends in the liberal arts and general education, highlighting problems and proposing solutions. Chapter 13 addresses the philosophical and practical questions that have been raised about the transfer function and the community college's role in enhancing student progress toward higher degrees. Finally, chapter 14 offers projections based on current trends in student and faculty demographics, college organization, curriculum, instruction, and student services. (JMC)

Download or read book Handbook of College Reading and Study Strategy Research written by Rona F. Flippo and published by Routledge. This book was released on 1999-09 with total page 553 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of College Reading and Study Strategy Research is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In this thorough and systematic examination of theory, r