Download or read book Developmental Education as a Component of Persistence in a Postsecondary Proprietary Institution written by Barbara L. Roberts and published by . This book was released on 1998 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Persistence has been identified as an issue at all levels of higher education, and numerous strategies have been attempted to stem the flow of students who leave an institution before completing their programs of study. Persistence research abounds at the community college, four-year college and university levels, but little research on the subject is available at the postsecondary proprietary level. The purpose of this qualitative case study was to research and describe the developmental program recently undertaken at The Art Institute of Dallas (AID), and to compare the findings to the literature on community colleges. Objectives were to 1) examine the forces which caused AID to implement a developmental program; 2) examine how the program was perceived to be working; 3) compare the description of the program at AID to descriptions of those in community colleges, as described in the literature; 4) examine individual perceptions of benefits or drawbacks to the school as a direct result of the new program; and 5) determine if the key informants saw the developmental program as a vehicle to raise persistence and enhance student success. Originally, AID was an open admissions school, offering basic skills help only in tutorial situations. With the addition of General Education courses to the various curricula, the need for an Academic Improvement Center was discerned. Eventually, the school also saw the need to establish admissions standards, coupled with placement testing, to identify and serve underprepared students. Persistence became an issue, along with the state mandate of The Texas Academic Skills Program (TASP), and both contributed to the establishment of a comprehensive developmental education program. Results indicated the need for a student better prepared in numeracy and literacy skills, reflected in the requirements of employers needing employees with abilities to read technical documents, to write reports, to work in teams, and to solve problems. The findings of this study suggest the addition of a comprehensive developmental education program at AID positively affected student persistence. Just as the research on community college developmental studies history, development, and progress unfolded, so also went this postsecondary proprietary school.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Institutional variables that contribute to student persistence beyond developmental education courses written by Angie Stokes Runnels and published by . This book was released on 1988 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Student Experiences in Developmental Education at a Four Year Higher Education Institution written by Tara Hardee and published by . This book was released on 2013 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: In the United States, the most commonly used method for developing an incoming freshman's math and English skills is through remedial education courses. Depending on the 4 year institution and the student's level of need, these remedial courses will be taught in conjunction with varying other forms of support programs, such as supplemental instruction, mandatory tutoring, and advising sessions. Once a student has taken a placement test to assess that level of need, he or she will then enter into college participating in developmental education. The purpose of this study was to explore student experiences participating in developmental education during their first year in college. This study gives voice to developmental education students' perceptions of their experiences in the first year, provides insight into how non-cognitive variables may aid in student persistence through their developmental education coursework, and examines the importance of students experiencing validation during their developmental education program. In this basic qualitative inquiry, interviews were used as a way to gain understanding into how students experience developmental education. The constant comparative method was employed as a way to gain deeper insight and meaning into each participant's shared experiences. The study sample contained 14 (12 female and two male) students who had participated in three developmental education courses in their first year at Barkley University (pseudonym), a large 4-year public university in Southern California. Additional criteria for participants were that they must have completed all of the developmental education courses with a Cor better, and enrolled in courses at Barkley University for their second year. Since participants required three developmental education courses in their first year, they were subsequently part of the Sun Learning Community (SLC; pseudonym), a mandatory community that required participants to take their courses in a cohort model, participate in advising, supplemental instruction, and were provided with extra tutoring services. Five themes emerged from the data regarding how students experience their first year participating in developmental education coursework: (a) Reflection, (b) Connection, (c) Before, (d) During, and (e) After. These themes were influenced by Laura Rendó́n's validation theory, along with William Sedlacek's concept of non-cognitive variables. Implications for developing a conceptual understanding of the relationship between validation and specific non-cognitive variables and what this relationship may mean for students who participate in several developmental education courses are also highlighted. Recommendation are given to faculty members, advisors, and higher education administration with the goal of encouraging these stakeholders to understand the complexities of being a first year college student who participates in several developmental education courses and to understand how students may feel about membership to a learning community. This understanding would lead to an awareness of how various constituencies' behavior could influence a student's ability to successfully pass all coursework and persist to the next year.

Download or read book Selected Models of Developmental Education Programs in Higher Education written by Vernon L. Farmer and published by . This book was released on 2001 with total page 560 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected Models of Developmental Education Programs in Higher Education includes models that are based on defendable theories about how students grow and develop at all levels of the learning continuum. These models emphasize the theories and concepts that underlie developmental education as a field of practice and research with a theoretical foundation in developmental psychology and learning theory. The theory-based models consist of methods and techniques for implementing developmental education activities and ways of creating environments intended to improve developmental students' learning outcomes. These models include a rationale, a theory that justifies the models and an explanation of how the models are designed. The rationale is supported by empirical evidence that the models work. These models were selected because they represent varied frames of reference toward educational goals and objectives. Therefore, this book is a valuable resource for scholars, researchers, educators, and practitioners seeking to improve developmental students' learning outcomes in developmental education programs, in institutions of higher education.

Download or read book Higher Education Opportunity Act written by United States and published by . This book was released on 2008 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Non traditional Student Persistance Amid the Transition to Corequisite Remediation written by Priscilla Renee Burns and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, correlational study was conducted to examine how persistence of nontraditional college students is influenced by participation in developmental education and academic support courses. The persistence rate of students, especially nontraditional students, can have a profound impact on today’s workforce and the funding of the postsecondary institution. This predictive correlational study utilized logistic regression to examine the relationship between the predictor variables (developmental mathematics, developmental reading, and academic support courses) and the criterion variable (persistence to the next academic year). The sample for each research question was comprised 100 first-year college freshman who met at least one of the seven indicators of nontraditional college students. These participants, drawn from a convenience sample, were enrolled in a 2-year community college in the southern United States. This study utilized the college’s student information system database to obtain archival demographic and enrollment data. The results of this study present many considerations for corequisite remediation transition. While analysis showed no significant relationship for developmental reading courses in combination with academic support course on persistence, a significant correlation existed between developmental math and academic support courses and persistence. This study concludes with recommendations for future research including conducting a comparative analysis study that compares persistence for nontraditional and traditional college students.

Download or read book Developmental Education at the College Level written by Karen J. Miller and published by . This book was released on 1996 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents an overview of developmental education at the college level: what the concept means and how most developmental education programs work.

Download or read book The Impact of a Developmental Lelarning Course on At risk Student s Achievement Motivation and Persistence at a Postsecondary Four year Institution written by Cynthia Ward and published by . This book was released on 2002 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Something Borrowed Something Blue Part One written by David Finegold and published by Symposium Books Ltd. This book was released on 1993-01-01 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Part Two please see https://play.google.com/store/books/details/David_Finegold_Something_Borrowed_Something_Blue_P?id=Cv-XCgAAQBAJ A distinct pattern emerged in the British education and training reform process in the latter half of the 1980s. A government minister or a team of policy experts paid a brief study visit to the United States; a short time later a new initiative was announced which bore a close resemblance to a US programme. More recently, the flow of policy ideas across the Atlantic appears to have reversed direction. This book develops a three-tiered approach to the analysis of policy borrowing. The first section draws on a number of different literatures relevant to this area to create an analytical framework for the study of policy borrowing. Section Two examines the specific context in which these borrowing episodes occurred, asking: ‘Why did Britain look to America for policy inspiration in the latter half of the 1980s?’ The final section examines individual cases of policy borrowing at the local and national levels, attempting to distill lessons about the borrowing process.

Download or read book Retention Persistence and Writing Programs written by Todd Ruecker and published by University Press of Colorado. This book was released on 2017-04-01 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis. Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics. First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education. Contributors: Matthew Bridgewater, ​Cristine Busser, Beth Buyserie, Polina Chemishanova, ​Michael Day, ​Bruce Feinstein, ​Patricia Freitag Ericsson, ​Nathan Garrett, ​Joanne Baird Giordano, ​Tawanda Gipson, ​Sarah E. Harris, Mark Hartlaub, ​Holly Hassel, ​Jennifer Heinert, ​Ashley J. Holmes, ​Rita Malenczyk, ​Christopher P. Parker, ​Cassandra Phillips, ​Anna Plemons, ​Pegeen Reichert Powell, ​Marc Scott, Robin Snead, ​Sarah Elizabeth Snyder, ​Sara Webb-Sunderhaus, ​Susan Wolff Murphy

Download or read book Resources for Change written by Fund for the Improvement of Postsecondary Education and published by . This book was released on 1979 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources for change a guide to projects written by Fund for the Improvement of Postsecondary Education and published by . This book was released on 1976 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1112 pages. Available in PDF, EPUB and Kindle. Book excerpt: