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Implementation Of State Developmental Education Policy
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Book Synopsis Implementation of State Developmental Education Policy by : Shirley Davenport
Download or read book Implementation of State Developmental Education Policy written by Shirley Davenport and published by . This book was released on 2016 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: These findings have significant implications for higher education policy-makers, policy implementers, and other stakeholders who wish to effect transformative higher education change through successful policy implementation.
Book Synopsis Community College Implementation of State Policies Related to Developmental Education by : Diana Banuelos
Download or read book Community College Implementation of State Policies Related to Developmental Education written by Diana Banuelos and published by . This book was released on 2011 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Qing Lin Mack (Ed.D. candidate at the University of Hartford) Publisher : ISBN 13 :9780438274426 Total Pages :414 pages Book Rating :4.2/5 (744 download)
Book Synopsis Exploring the Role of Community College Faculty in Implementing Developmental Education Reform Policy by : Qing Lin Mack (Ed.D. candidate at the University of Hartford)
Download or read book Exploring the Role of Community College Faculty in Implementing Developmental Education Reform Policy written by Qing Lin Mack (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2018 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: High enrollment in developmental education, low completion, transfer, and graduation rates, led to the enactment of P.A. 12-40 (An Act Concerning College Readiness and Completion) by Connecticut policymakers. The purpose of this single case exploratory study with embedded units was to investigate how Connecticut State Colleges and Universities (CSCU) implemented P.A. 12-40 with a focus on the role of faculty as policy implementers. The Concerns-Based Adoption Model (CBAM; Hall, Wallace, & Dossett, 1973) guided this study. Two community colleges in Connecticut with some differing institutional characteristics were selected for this study. Semistructured interviews were conducted with 22 research participants including 4 CSCU state-level administrators, 6 institutional administrators, and 12 faculty who were closely involved in implementing P.A. 12-40. Findings revealed CSCU stakeholders perceived P.A. 12-40 implementation as a bottom-up approach led by faculty. The role of ambiguity in the law and in the implementation instructions, resulted in different curriculum models implemented in both campuses. Faculty played a key role in decision-making through shared governance, and assumed administrative responsibilities in addition to teaching. Factors such as organization, personal interests, and policy ambiguity influenced the role of faculty as policy implementers. There are several implications to this study, one of which is to include faculty in agenda setting and implementation design when making policy in higher education. This study sheds light on future study to include the role of part-time faculty in community college policy implementation.
Book Synopsis Developmental Education for Young Children by : Bert van Oers
Download or read book Developmental Education for Young Children written by Bert van Oers and published by Springer Science & Business Media. This book was released on 2012-06-16 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book.
Book Synopsis Designng and Implementing Corequisite Models of Developmental Education by : Lindsay Daugherty
Download or read book Designng and Implementing Corequisite Models of Developmental Education written by Lindsay Daugherty and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Implementing Effective Policies for Remedial and Developmental Education by : Jan M. Ignash
Download or read book Implementing Effective Policies for Remedial and Developmental Education written by Jan M. Ignash and published by Jossey-Bass. This book was released on 1997 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1894, forty percent of college freshmen enrolled in pre-collegiate programs to prepare for regular college coursework. In Fall 1995, twenty-nine percent of entering freshmen enrolled in at least one remedial course. The debate over the need for, and appropriateness of, remedial/developmental education at the postsecondary level has spanned a century. The upcoming 1998 Reauthorization of the Higher Education Act has added fuel to the debate. Legislators, educators, and the general public are asking questions and raising accountability issues. Who needs remedial/developmental education? Why does the need for it appear to be increasing? How much does it cost? Who should pay for it? Are remedial/developmental programs effective? Who should provide it? Legislators and the public are upset over the perception that they are paying twice for the same education—once in high school and once again in college. Educators are concerned about the potential devaluation of higher education through the provision of large amounts of remedial/developmental education. And students, too, are unhappy with the time and expense necessary to develop English and math skills that they should have learned in high school. Each chapter of this volume addresses a specific policy question involved in the debate over remedial/developmental education and uses national and state data, as well as information from case studies of individual institutions, to provide insights into effective approaches to remedial/developmental education. This is the one hundredth issue of the quarterly journal New Directions for Community Colleges. For more information on the series, please see the Journals and Periodicals section.
Book Synopsis Understanding Implementation of Developmental Education Delivery Models in a Community College Setting by : Sherry Ann Marlow Ormsby
Download or read book Understanding Implementation of Developmental Education Delivery Models in a Community College Setting written by Sherry Ann Marlow Ormsby and published by . This book was released on 2017 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of higher education faces many barriers in providing quality education to students, with educating underprepared students as one of the most challenging and complex (Parker, 2007). Although developmental education may have found a permanent home in community colleges exclusively, the greater concern is not the location of remediation education, but rather the impact on student success (Parker, Bustillos & Behringer, 2010). Until students arrive at higher education institutions academically prepared to be successful in college-level courses, developmental education will continue to be a critical mission of community colleges (CCA, 2012). Too many students are lost in the developmental education pipeline, unable to progress into college-level courses or finish requirements to earn a credential (CCA, 2012). Attempting to increase student success at the community college level, the Tennessee Board of Regents (TBR) implemented new guidelines streamlining how remediation is provided. Even with standardized guidelines, questions emerged regarding how developmental education is delivered on individual campuses, perceptions of program effectiveness, and the impact on student grades and progression rates. The purpose of current study was to conduct a state-wide evaluation of learning support delivery methods in the thirteen community colleges across the state of Tennessee. Additionally, the study sought to understand how learning support is delivered, perceptions of key stakeholders, and overall effectiveness of learning support in regards to student success indicators such as grades and progression. A mixed methods approach was utilized to collect qualitative and quantitative measures from learning support coordinators and faculty members. Student success was evaluated through system-wide archival student data from the Fall 2015 cohort. The results from this study can shed light on what is happening on individual community college campuses in terms of student success. Stakeholders at both the institution level and state level will gain data to inform policy and procedure mandates driving student success initiatives. Findings from the study could potentially be used to increase academic success in both developmental education and college-level courses, ultimately enhancing progression of students and expand the number of students successfully earning a credential in the State of Tennessee.
Book Synopsis The State of Developmental Education by : T. Parker
Download or read book The State of Developmental Education written by T. Parker and published by Springer. This book was released on 2014-12-17 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available.
Book Synopsis Developmental Education by : Hunter R. Boylan
Download or read book Developmental Education written by Hunter R. Boylan and published by Bedford/St. Martin's. This book was released on 2014-02-14 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education: Readings on Its Past, Present, and Future offers twenty-two selections on historical efforts to serve underprepared students, on the state of developmental education today, and on innovative practices and possible directions for the future. Compiled by Hunter R. Boylan, Director of the National Center for Developmental Education (NCDE) and a professor of Higher Education at Appalachian State University, and Barbara S. Bonham, a professor in the Department of Leadership and Educational Studies at Appalachian State University, each chapter also includes introductions and questions for discussion and reflection.
Book Synopsis Setting Up Success in Developmental Education by : Michael Lawrence Collins
Download or read book Setting Up Success in Developmental Education written by Michael Lawrence Collins and published by . This book was released on 2009 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Policy Considerations for the Future of Developmental Education in Washington State by : Amy Goings
Download or read book Policy Considerations for the Future of Developmental Education in Washington State written by Amy Goings and published by . This book was released on 2003 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Education Policy Implementation by : Allan Odden
Download or read book Education Policy Implementation written by Allan Odden and published by SUNY Press. This book was released on 1991-09-03 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This supplemental text for educational policy, administration, and program evaluation courses provides a framework for examining the following crucial questions. To what extent have state and federal initiated policies actually been implemented during the past 25 years? and To what degree does implementation lead to effectiveness? At a time when critical understanding of the issues is essential for good decision making, this volume provides a valuable tool for teachers, students, and makers of educational policy.
Book Synopsis Bringing Developmental Education to Scale: Lessons from the Developmental Education Initiative by : Janet C. Quint
Download or read book Bringing Developmental Education to Scale: Lessons from the Developmental Education Initiative written by Janet C. Quint and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is wide agreement that the well-paying jobs of the future will require postsecondary credentials. But for many students attending community college, developmental (or remedial) classes in reading, composition, and/or mathematics--the courses that students often must complete before they can enroll in courses that confer credit toward a degree--pose an often-insuperable barrier to progress. While over half of all community college students are judged to need at least one developmental class, the majority of students who are referred to developmental education do not complete their prescribed sequence of remedial courses, much less persist and obtain a diploma or certificate. To address this issue, the Bill & Melinda Gates Foundation created the Developmental Education Initiative (dei) in 2009; Lumina Foundation for Education funded the evaluation. Fifteen colleges that had been early participants in Achieving the Dream (AtD): Community Colleges Count, a national community college reform network dedicated to evidence-based decision-making, were selected to receive grants of $743,000 each over a three-year period. The institutions are highly diverse in size, location, and the characteristics of the students they serve. The purpose of the dei grants was to enable the colleges to scale up existing interventions, or establish new ones, that would help students to progress through developmental courses more rapidly and more successfully or to bypass these courses altogether. Dei funding also financed state policy teams that sought to influence state higher education legislation and policies. Mdc, a North Carolina-based nonprofit organization, was selected as managing partner of the demonstration and in this role monitored and assisted the colleges, organized communications, and convened regular meetings of demonstration participants. Six other organizations made up the partnership that provided leadership and support for the colleges. Among these, mdrc, a nonprofit, nonpartisan policy research organization, was asked to evaluate the demonstration, with the Community College Research Center (ccrc) at Teachers College, Columbia University, serving as evaluation partner. The directive to the evaluators was to examine the implementation of the dei at the participating colleges. This report--the second and final report from the evaluation--relies on a combination of qualitative data (primarily interviews with key personnel conducted during the course of site visits to all 15 institutions and through periodic telephone calls with project directors) and quantitative data (information on participation and on student outcomes that the colleges regularly collected). It addresses three main questions: (1) To what extent did the colleges scale up their chosen developmental education reforms to serve more students?; (2) What factors affected the colleges' ability to expand their programs and practices?; And (3) To what extent were the colleges' strategies associated with improvements in student outcomes? The report also considers ways that participation in the dei influenced the colleges more broadly. For these reasons, it may be of interest to other colleges looking to scale up reforms (especially reforms that are related to instruction and the provision of student supports), as well as to funders concerned about how best to support community colleges in bringing promising ideas to scale. Technical Appendix is included. Individual chapters contain footnotes. (Contains 16 tables and 6 figures.
Download or read book Measuring Success written by Jack Buckley and published by JHU Press. This book was released on 2018 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Once touted as the single best way to measure students from diverse backgrounds, schools, and experiences, standardized college admissions tests are now criticized for being hopelessly biased in favor of traditionally privileged groups. Out of this has emerged the test-optional movement that seeks to allow students to apply to schools without sitting through the rigors of the SAT. This book takes a step back and applies rigorous empirical measurements to these rival claims. Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this edited volume is among the first to investigate the research and policy implications of test-optional practices. It was conceived in response to the editors' frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing. Many students, teachers, parents, policymakers--frankly, nearly anyone immediately outside the testing industry and college admissions--have little understanding of how admissions tests are used. This lack of transparency has often fueled beliefs that college assessments are biased, misused, or overused. Decades of research on various aspects of testing, such as the predictive validity of assessments, makes a compelling case for their value. But all-too-frequently researchers and admissions officers talk past one another instead of engaging substantively. This collection intends to remedy the situation by bringing these disparate voices together. This book is designed for provosts, enrollment managers, and college admissions officers seeking to strike the proper balance between uniformity and fairness"--
Book Synopsis An investigation of the implementation of public policy for developmental and learning assistance education in Washington State community colleges by : Kenneth Charles Hildebrant
Download or read book An investigation of the implementation of public policy for developmental and learning assistance education in Washington State community colleges written by Kenneth Charles Hildebrant and published by . This book was released on 1984 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Rallying Call by : Lara K. Couturier
Download or read book The Rallying Call written by Lara K. Couturier and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As educators, we have to make the commitment to a very simple proposition: if we admit students to college, we should do everything possible to make sure they succeed. These remarks are not an indictment but a rallying call. We can do much better." With these words, Dr. Raymund Paredes, Texas commissioner of higher education, opened the May 3, 2010, Colloquium on State Policy Support for Developmental Education Innovation, a powerful example of the conversations that states and community colleges must have to accelerate the creation and scale-up of new ways to dramatically improve outcomes for students who test into developmental education. "The Rallying Call" summarizes the discussions at a May 2010 colloquium, hosted by the Texas Higher Education Coordinating Board, the Texas Association of Community Colleges, and Jobs for the Future (JFF). It brought together representatives from some of the state's most innovative colleges to discuss the state policies needed to support more effective developmental education programs. In spurring and supporting community college innovation around developmental education, state policy represents a critical driver, and community college leaders recognize the strategic interaction between state policy and their own innovative efforts. Dr. Rey Garcia, executive director of the Texas Association of Community Colleges, immediately responded to Commissioner Paredes' rallying call: "I accept the challenge that the commissioner gave us. The college presidents accept that challenge and we will work together to find solutions." With those words, Commissioner Paredes and Dr. Garcia set a tone of high expectations for a daylong meeting of developmental education professionals that was honest about the issues, focused on results, and committed to the success of Texas students. Far too many students enter higher education without the reading, writing, and math skills they need to succeed in college. In Texas, only 22 percent of high school graduates are ready for college. For many reasons, a number of developmental education programs are not very effective, even though they are specifically designed to prepare entering college students who are not yet ready for postsecondary education. The results are both clear and devastating: far too many students never complete college at a time when they need more than basic skills to support themselves and their families, and when the nation needs them to be highly skilled for the good of the economy. College completion rates for low-income students and students of color are disproportionately low, thereby worsening existing gaps in educational achievement and socioeconomic status. (Contains 9 endnotes.).
Book Synopsis From Politics to Policy by : Joan M. Matthews
Download or read book From Politics to Policy written by Joan M. Matthews and published by Praeger. This book was released on 1991-11-30 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection of essays is a case study of a major educational reform enacted in Texas in 1987: an effort to test all entering college students to gauge their basic skills. The contributors were involved in implementing this reform, which aims to remedy academic deficiencies among college students and to retain students through graduation. The book chronicles how legislators, staff and educators designed the test, program, and necessary policies to support the reform. The essays in this book chronicle the work of legislators, staff, and educators in implementing House Bill 2182, which requires testing for all entering college students and mandates developmental education for students who fail to meet the established criteria. Among the issues discussed are test development, minority concerns, prevention of bias, handicapped needs, and program evaluation. From Politics to Policy presents a model for other states to emulate, and is valuable to students and teachers of education, policy analysis and psychometric testing, as well as to agencies and legislators involved in state-level educational reform.
