Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Comparison Of The Progress And Persistence Of Academically Prepared Community College Students With Academically Underprepared Students
Download A Comparison Of The Progress And Persistence Of Academically Prepared Community College Students With Academically Underprepared Students full books in PDF, epub, and Kindle. Read online A Comparison Of The Progress And Persistence Of Academically Prepared Community College Students With Academically Underprepared Students ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Students by : Mary Patricia Wochner
Download or read book A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Students written by Mary Patricia Wochner and published by . This book was released on 1992 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Stuedents by : Mary Patricia Wochner
Download or read book A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Stuedents written by Mary Patricia Wochner and published by . This book was released on 1992 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Supporting Persistence of Academically Underprepared Community College Students by : Dave Pelkey
Download or read book Factors Supporting Persistence of Academically Underprepared Community College Students written by Dave Pelkey and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify factors that support the likelihood of persistence of academically underprepared community college students to 45 college level credits. Factors considered in this research include: (a) race/ethnicity, (b) age, (c) enrollment status, (d) socio-economic status (SES), (e) first quarter GPA, (f) developmental need, (g) participation in a learning community, and (h) completion of a first year seminar course. The population of students used for the purposes of this research was a cohort of first time, full and part-time, community college students enrolled in associate degree pre-baccalaureate programs of study at Tacoma Community College during Fall quarter 2005. Students in this cohort placed below college level in mathematics, reading or English. Binary logistic regression was used to evaluate the existence, direction and strength of the relationships between each of the independent variables and the dependent variable the completion of 45 college credits. Findings from this study indicate that enrollment status, specifically full-time enrollment and first quarter GPA, both had statistically significant positive relationships to persistence of academically underprepared students at the community college. Although this research only identifies only two elements as having statistically significant relationships to the completion of 45 credits the data does indicate several other variables with high odds ratios that suggest a possibility that they influence the persistence of academically underprepared students and should be considered by practitioners at community colleges.
Book Synopsis Persistence and Successful Course Completion of Academically Underprepared Community College Students in the P.A.S.S. Program by : Chad E. Adero
Download or read book Persistence and Successful Course Completion of Academically Underprepared Community College Students in the P.A.S.S. Program written by Chad E. Adero and published by . This book was released on 2015 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to Bailey and Cho (2010), addressing the needs of students in developmental education is perhaps the most difficult and most important problem facing community colleges. The P.A.S.S. Summer Bridge and Support program at a suburban community college is designed to address those needs. The purpose of this comparative quantitative study, using a secondary data set, was to examine the differences in persistence and successful course completion of developmental and college-level credit courses of students who participated in the P.A.S.S. Summer Bridge and Support Program at a mid-size suburban community college. This study compared the fall-to-spring and fall-to-fall persistence rates and successful course completion during three consecutive years between the two groups. This study found no statistically significant differences, p
Book Synopsis A Comparison of Academic Motivation of Academically Prepared and Academically Unprepared Community College Students by : Mary Melissa Lavender
Download or read book A Comparison of Academic Motivation of Academically Prepared and Academically Unprepared Community College Students written by Mary Melissa Lavender and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Underprepared Community College Students by : Kathryn Claire King
Download or read book Underprepared Community College Students written by Kathryn Claire King and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Analysis of Factors Related to Persistence of Academically Underprepared Community College Students by : Kimberly M. Ennis
Download or read book A Longitudinal Analysis of Factors Related to Persistence of Academically Underprepared Community College Students written by Kimberly M. Ennis and published by . This book was released on 2005 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1992 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Completing College by : Vincent Tinto
Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Book Synopsis Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College by : Lillian Y. Owens
Download or read book Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College written by Lillian Y. Owens and published by . This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.
Book Synopsis The Effects of Initial Placement Enrollment on Community College Student Persistence by : George Terrence McNulty
Download or read book The Effects of Initial Placement Enrollment on Community College Student Persistence written by George Terrence McNulty and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student retention is one of the most significant issues in higher education. Nationally, persistence and graduation rates have changed sparingly over the past decade (Tinto, 2006-2007). In community colleges, one-half of all new students are retained from their first to second year and graduation rates are low. In student success literature, researchers have long discussed the association between academic preparedness and success in college. In his analysis of a National Education Longitudinal Study, Bailey (2008) estimated that 60% of recent high school graduates who enter post-secondary education through the community college enroll in at least one developmental English, math, and/or reading course or more. When compared with students needing no remediation, this group of students is far less likely to persist, or to complete a college degree (Bailey, 2008). The purpose of this single institutional case study was to explore the relationship between student persistence rates and developmental education policy. Specifically, this study examined how assessment testing, placement policy, institutional practice, and initial course enrollment patterns related to student success. With the majority of students entering community colleges academically underprepared, the importance of the evaluation, as well the development of institutional policy, which may aid in increasing success rates, cannot be overstated (Price & Roberts, 2008-2009). The research methodology of this study included qualitative and quantitative approaches. Data was collected from the academic transcripts of a single cohort of all first-time, full-time, associate degree-seeking students who were enrolled at the college during the 2007 Fall semester and tracked for their persistence rates through the 2010 Spring semester. In addition, seven college professionals were interviewed and relevant documentation examined in order to perform the qualitative portion of this study. Descriptive statistics were utilized to report, summarize, and interpret the data. A Chi Square Test of Independence was employed to examine possible differences between groups as determined by selected independent and dependent variables. This mixed methods approach addressed the purpose of this study, that is, the study explored the relationship between student persistence rates and developmental education policy in terms of quantitative representation and qualitative explanation. This study provided an in-depth perspective of the history of developmental education in addition to initial placement policy and practices at the college. Throughout the interviews, two themes emerged institutional struggle with the right to fail philosophy and ambivalence towards/questioning of the validity of assessment testing instruments. The Chi Square Test indicated that there were no statistically significant differences between groups as determined by selected independent and dependent variables. Overall, the quantitative results of this research study did not support the research findings of other studies.
Book Synopsis College Student Affairs Journal by : Aaron Hughey
Download or read book College Student Affairs Journal written by Aaron Hughey and published by IAP. This book was released on 2014-01-01 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Qualitative Exploration of Academically Underprepared Community College Students' Decision to Persist Or Drop Out of College by : Margaret M. Geehan
Download or read book A Qualitative Exploration of Academically Underprepared Community College Students' Decision to Persist Or Drop Out of College written by Margaret M. Geehan and published by . This book was released on 2004 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Persistence of the Academically Underprepared Student at a 2-year College by : Diane Jefferson
Download or read book Persistence of the Academically Underprepared Student at a 2-year College written by Diane Jefferson and published by . This book was released on 2010 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention in higher education is an ongoing issue of concern. Nowhere is this problem more prevalent than in 2-year public institutions. The purpose of this research was to conduct a qualitative exploration of the factors affecting persistence decisions of academically underprepared students through the lens of Tinto's 1975 integrative model. The following questions guided the study: a) what are the primary challenges experienced by academically underprepared students?, b) what are the factors that have contributed to students overcoming these challenges?, and c) what role, if any, did taking basic skills courses play in students' ability to persist?
Book Synopsis Handbook of Distance Education by : Michael Grahame Moore
Download or read book Handbook of Distance Education written by Michael Grahame Moore and published by Routledge. This book was released on 2013-05-07 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of this award-winning Handbook continues the mission of its predecessors: to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past three decades. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: Comprehensive coverage that includes all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Section one provides a unique review of the theories that support distance education pedagogy. Section six includes a unique review of distance education as a component of global culture. This book will be of interest to anyone engaged in distance education at any level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. Recipient of the 2013 IAP Distance Education Book Award
Book Synopsis Persisters and Completers in a Community College Academic Program by : Mary Blumenberg Reaves
Download or read book Persisters and Completers in a Community College Academic Program written by Mary Blumenberg Reaves and published by . This book was released on 2016 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the completion, persistence, and academic performance of a cohort of developmental education students at a local community college as defined by specific outcomes, demonstrated by existing student data, over a period of ten years. The study targeted first-time, full-time entering students identified with academic skill deficiencies in reading, writing, and mathematics as evidenced by the student's individual scores on placement tests. This longitudinal ex post facto study focused on first-time, full-time entering freshmen extraordinarily academically underprepared. The study measured and compared the students' completion of a degree or certificate, persistence, and academic performance focusing on time to completion and academic success. This longitudinal ex post facto study measured the students' persistence, academic performance, and completion of a degree or certificate over a period of ten years, from 2003-2013. The combination of two theoretical models was used as the framework for this study: developmental theory and behavioral theory. This research study used descriptive statistics with frequency distributions and cross-tabulations to provide a profile of the participants and to examine relationships.
