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A Case Study Of Policies And Practices In Developmental Mathematics In Missouris Public Four Year Institutions Of Higher Education
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Book Synopsis A Case Study of Policies and Practices in Developmental Mathematics in Missouri's Public Four-year Institutions of Higher Education by : Victoria Celemin Wacek
Download or read book A Case Study of Policies and Practices in Developmental Mathematics in Missouri's Public Four-year Institutions of Higher Education written by Victoria Celemin Wacek and published by . This book was released on 2002 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . Developmental education in colleges and universities is a major policy topic across the country. The purpose of this study was to examine the current policies and practices in developmental mathematics (DM) in Missouri's four-year public institutions of higher education and their potential impact on undergraduate students, especially those underprepared and thus deemed high-risk. Methodology . The research design of this study utilized a mixed case study model of quantitative and qualitative data collection methodologies. A survey instrument was used. Descriptive statistics were utilized to analyze the measurable data. Triangulation was employed in the analysis of the qualitative data. Population included all 13 four-year public institutions of higher education in Missouri. A 100% response rate to the questionnaire was attained. Findings and conclusions . Differences and similarities were found in the policies and practices of developmental mathematics. Differences existed not only among the different institutions included in this study but also within the same selectivity status. Disadvantageous impact on the developmental students would result from the misalignment of the definition of developmental mathematics, the low status of DM in the institutions, the wide variation of cut-off scores to enroll in college level mathematics, and from the inconsistency of mandatory requirement of placement tests, transferability of DM credits, program evaluation, and professional developmental of DM faculty and staff. Similarities included the use of tests as an assessment method, designating DM credits as non-baccalaureate credits, and allowing concurrent enrollment in DM classes and non-math college level courses. Actionable recommendations were offered to policy makers.
Book Synopsis A Study of Policies and Procedures in Developmental Mathematics Education in Missouri Community Colleges by : Mary Lou Brown
Download or read book A Study of Policies and Procedures in Developmental Mathematics Education in Missouri Community Colleges written by Mary Lou Brown and published by . This book was released on 2003 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine current policies and practices in developmental mathematics education in public, two-year institutions of higher education in Missouri. The study focused on: the organizational structure of developmental mathematics programs; the policies and practices of developmental mathematics programs with regard to assessment and placement, transferability of credits, and academic support services; the evaluation of developmental mathematics programs; and the professional development of developmental mathematics faculty and staff. These four program components were chosen because these components were among those most frequently mentioned in the literature as being related to the highest number of success measures and have been identified as the components that ought to be considered a minimum for a fully effective developmental education program. The literature review discussed the historical background of developmental education in the United States, the debate over the need for developmental education, K-16 coalitions, the organizational structure, policies and practices, evaluation of developmental education programs, and the professional development of faculty and staff in developmental education programs. Methodology was presented and included the research questions, the development and instrumentation of the survey instrument, and population and data collection. The research design used a mixed model of quantitative and qualitative components.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Strategies Used by Developmental Mathematics Instructors in Missouri Public Community Colleges to Promote Active Learning by : Vickie Lynn Spain
Download or read book Instructional Strategies Used by Developmental Mathematics Instructors in Missouri Public Community Colleges to Promote Active Learning written by Vickie Lynn Spain and published by . This book was released on 2015 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri's public 2-year colleges to engage students in the learning process, determine the cognitive complexity of the instructional strategies, and find out the support needed by these instructors to engage their students in the learning process. A sequential mixed method design was employed in which quantitative and qualitative data was collected. Initial participants in this study included developmental mathematics instructors from all 13 of Missouri's 2-year public community colleges, making for a total of 494 instructors. Quantitative data statistical analysis was completed on the demographic data, as well as on the rating and implementation of recommended instructional strategies using the Qualtrics survey tool. Qualitative analysis was completed on the instructor descriptions of strategies for engaging students in the learning process. Additionally, three participants were chosen from the survey for case study analysis in which three observations, post-observation interviews, and artifact collections were used to obtain more extensive qualitative data. Results indicate that developmental mathematics instructors describe the methods they use to engage students in the learning process comparably to those instructional strategies as recommended by the American Mathematical Association of Two-Year Colleges (AMATYC, 2006) to promote active learning, while also including additional strategies. How the instructors rated the instructional strategies as recommended by AMATYC (2006) are given in depth. An overview of the instructional strategies employed by three instructors who were observed, and the cognitive complexity of the tasks and questions used in these instructional strategies is given. Furthermore, xii recommendations are given for the support needed by developmental mathematics instructors to aid them in engaging their students in the learning process. Implications are offered for the (1) AMATYC (2006) Framework, (2) Professional development on discovery-based learning, (3) Professional development on cognitive complexity of tasks and questions, and (4) Support needed to implement instructional strategies.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309496659 Total Pages :123 pages Book Rating :4.3/5 (94 download)
Book Synopsis Increasing Student Success in Developmental Mathematics by : National Academies of Sciences, Engineering, and Medicine
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-11-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Achievement in Developmental Mathematics and Effective Practices in Developmental Education by : Lisa Salinas Alcorta
Download or read book Student Achievement in Developmental Mathematics and Effective Practices in Developmental Education written by Lisa Salinas Alcorta and published by . This book was released on 2009 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success rates for students in developmental education are dismal. The greatest need for developmental education instruction occurs in mathematics, where high numbers of underprepared students generate great concern and the need for substantial changes in higher education institutions. With higher rates of students requiring remediation in the community colleges, the identification of effective policies and practices in developmental education is necessary to increase the achievement rates of developmental education students, and more specifically developmental mathematics students. This study explored the relationship between developmental mathematics student performance and developmental education programs of the Urban Community College District colleges. In addition, this study set out to identify institutional characteristics between colleges whose developmental mathematics students met state mandated academic outcomes at higher rates than their sister colleges.
Book Synopsis Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning by : Wendy M. Smith
Download or read book Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning written by Wendy M. Smith and published by American Mathematical Soc.. This book was released on 2021-05-05 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 994 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Education, A-E by : University Microfilms, Incorporated
Download or read book Education, A-E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Programmatic Practices that Promote Student Success in Community College Math Developmental Education by : Elizabeth J. Meza
Download or read book Programmatic Practices that Promote Student Success in Community College Math Developmental Education written by Elizabeth J. Meza and published by . This book was released on 2015 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of all college students in the U.S. attend community colleges; almost sixty percent of these students are referred to remedial English, reading or math through means of a standardized placement exam, with math being a the greatest area of need. While these courses, often as many as four in a sequence, are meant to be a boost for students unprepared for college-level coursework, they have low success rates and few students make it through the entire sequence to succeed in a first college-level math course, leaving them far short of graduation or a meaningful credential. While developmental (aka remedial) education, those courses or sequences of courses below the college-level, has received a lot of attention recently due to its high costs and low student success rates, current research has largely failed to document, examine, or classify programmatic approaches to developmental education. This lack of information that would facilitate analysis is due in part to the relatively recent recognition of the problem, but it is also because of the difficulty accessing reliable information about large numbers of programs and the range of definitions, student populations, and perceived quickly shifting innovations (some may go as far as to say educational fads) that developmental education programs encompass. Unfortunately, this lack of a comprehensive picture of developmental education programs has led to either the complete elimination of the programs as unnecessary and perhaps counterproductive for students, or to a focus on a number of disparate approaches with little underlying theory behind them or even agreement as to the problem. This research is centered in 28 Washington state community college campuses and examines a mixed methods approach to answer three main questions: 1) To what extent and in what ways do math developmental program elements vary across institutions? Developmental education may vary widely even within one relatively homogenous state system of community colleges, such as the system in Washington. Programs have differing resources devoted to them, as well as differing pedagogy, intervention strategies and approaches, student referral and advancement policies, etc., and this variation has not even been fully described in previous research. 2) To what extent do student outcomes, as measured by completion of the developmental sequence, completion of a first college-level math course, and highest education reached, vary across the different math developmental education programs, after controlling for student characteristics, among the 28 community colleges in Washington State? What proportion of overall variance is contributed by student characteristics vs. programmatic factors? Wide institutional variation has been found in previous outcomes studies of professional-technical programs leading to terminal associate degrees in Washington, suggesting that institutional or programmatic variables may be contributing significantly to student success or lack of it (Scott-Clayton & Weiss, 2011). 3) What program policies and practices seem to be associated with positive outcomes for developmental education students? Can developmental education programs be categorized in some meaningful way? Is there a "typology" or categorization of programs that identifies characteristics that seem to be associated with either positive or negative results? For example, do schools with better (or worse) results, net of student characteristics, share identifiable programmatic characteristics in terms of policy and practice variables that are positively or negatively associated with student outcomes? I find from this research that strategies such as reducing the total number of courses in developmental education pathways, implementing alternatives to placement in developmental math via standardized tests, and better preparing students for assessment, are associated with greater student success in completing the developmental math sequence and in completing a first college level course. I also find that colleges with these more innovative features are significantly more successful than their more traditional institutional peers in terms of student outcomes. However, I also find no variation between colleges in the outcome of highest education reached, after controlling for student background characteristics. It seems that, at least for this sample, college did not have a significant association with ultimate educational attainment. Diving deeper to examine colleges' policies, practices, and the perspectives of students, faculty, and administrators, I find wide variation in pathways, program structure, assessment policies, connection to advising, tutoring, and institutional research departments, and day-to-day concerns and operations. One commonality is the conviction that teaching that addresses student motivation and confidence in their ability to learn math and peaks their interest, factors not usually examined systematically in higher education policy research, is central to developmental education student success. This research informs strategies for increased college completion for underprepared students. College completion has emerged as of paramount importance in fostering U.S. economic development and global competitiveness, yet if half of college students are unprepared for college work and thus are unlikely to persist to degree completion despite their motivation to attend college, serious attention should be paid to what can be done to increase their odds of success.
Book Synopsis Developmental Mathematics Education Policies at Kansas's Community Colleges by : Teresa A. Muller
Download or read book Developmental Mathematics Education Policies at Kansas's Community Colleges written by Teresa A. Muller and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research compared the policies governing developmental mathematics education programs at thirteen community colleges in the state of Kansas with student's success in developmental mathematics courses. Particularly, this study sought to determine what policies had the greatest positive effect on students' success in developmental mathematics courses. The research design was two-phased. The first consisted of a survey of developmental mathematics education instructional leaders to examine their colleges' policies and collect data on student performance and persistence rates in developmental mathematics courses. Thirteen developmental mathematics education instructional leaders from Kansas's community colleges were surveyed. The community colleges surveyed had student enrollments ranging from 1064 to 7745 students, with 4285 students enrolled in developmental mathematics courses (Kansas Board of Regents, 2002). The second phase of the study consisted of interviewing three developmental mathematics instructional leaders from three different community colleges with high success rates among their developmental mathematics students. These success rates were derived from analysis of the student performance and persistence data collected in the surveys. Seventy-four percent of the developmental mathematics students enrolled in the fall of 1999 and the spring of 2000 at these three community colleges were successful in their developmental mathematics courses. The results of the study demonstrated the need for mandatory assessment and placement in developmental mathematics courses. Proper placement through mandatory placement policies and good counseling were vital to student success in developmental mathematics courses. Mandatory placement policies should not be waived. This study found that policies alone would not guarantee student success in developmental mathematics courses. Two other elements that increased students' success in developmental mathematics courses was the utilization of academic support centers and the developmental mathematics instructors' commitment to developmental mathematics students. The academic support centers, which include tutoring and computerized instruction, were essential components to facilitate student success. Community colleges need to make a commitment to their developmental mathematics students in order to increase students' opportunities for success"--Abstract.
Book Synopsis Comprehensive Dissertation Index, 1861-1972: Education by : Xerox University Microfilms
Download or read book Comprehensive Dissertation Index, 1861-1972: Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Orchestrating Effective Practices in Developmental Math by : Patricia Anne Levine-Brown
Download or read book Orchestrating Effective Practices in Developmental Math written by Patricia Anne Levine-Brown and published by . This book was released on 2015 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.
Book Synopsis Exploring Best Practices in Developmental Mathematics by : Brian V. Cafarella
Download or read book Exploring Best Practices in Developmental Mathematics written by Brian V. Cafarella and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a group of developmental mathematics instructors at an urban community college? How do these instructors employ such practices to enhance student learning? Participants consisted of 20 developmental mathematics instructors from Sinclair Community College in Dayton, Ohio who had taught at least six developmental math classes over a two-year period and who self-reported success rates of at least 60% during that time. This study employed a pre-interview document and a face-to-face interview as the primary research instruments. Using the constant comparison method (Merriam, 2002a), the researcher constructed findings from both approaches regarding best practices in developmental math. Such practices included communication with students, the art of organization, collaborative learning, frequent low stake assessments, technology supplements, the use of mnemonics and memorable wording, and manipulatives, visuals and real-life applications. When addressing the topic of acceleration, the participants reported that this strategy is a proper fit for some students but not all. The following conclusions were based on the findings from this study. Effective communication should be established between developmental math instructors and students as well as among developmental math instructors. Developmental math faculty ought to work with their students in developing their organizational skills. Developmental math instructors should couple the implementation of frequent low stake assessments with student outreach. Collaborative learning can be beneficial to some developmental math students, but instructors must take into account the composition of the class as well their own comfort level with collaborative learning. It is also important for developmental math instructors to employ some creativity in their classes. Accelerated instruction should be reserved for higher ability developmental math students with a strong work ethic. Lastly, college administrators must recognize and respect instructor comfort level. The findings from this dissertation will assist both new and veteran developmental math instructors with implementing practices that will enhance student success in their classes. The findings are also intended to aid community college leaders in gaining an understanding of the culture of developmental math and assist these leaders in the implementation of policy and practice regarding developmental math.
