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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 244
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Book Description
This case study examines academic performance of student-athletes who are considered academically at-risk when they enroll at San Diego State University. To conduct this study, a mixed method research design was employed using Astin's Inputs-Environment-Outcomes (I-E-O) model as the theoretical framework. National Collegiate Athletic Association's GOALS survey data and academic performance levels of the 2012-13 at-risk student-athlete population were analyzed to report significant findings. In addition, qualitative data were collected from institutional leaders that have a vested interest in the academic performance of student-athletes. The results of the study indicated that the at-risk population's mean cumulative GPA was less than all other student-athletes at 2.69 and 2.84, respectively. There were also statistically significant differences in mean GPA among the at-risk population with regard to gender, major, sport participation, and year in school. However, incoming eligibility index score did not have a statistically significant impact on GPA. Correlation between high school GPA, index score, and college GPA indicated a significant relationship between high school GPA and college GPA. Analysis of the survey data revealed 21 of the 90 variables as statistically significant correlations with GPA, 10 of which also correlated positively or negatively among the predictor variables. Moreover, regression modeling, including all predictor variables, accounted for 53% of the variance in cumulative GPA and resulted in seven significant predictors of mean GPA. By and large, campus leaders reported that at-risk student-athletes are supported in their quest to graduation. This research may provide insight for institutions and athletic departments to improve at-risk student-athlete academic development.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 244
Get Book Here
Book Description
This case study examines academic performance of student-athletes who are considered academically at-risk when they enroll at San Diego State University. To conduct this study, a mixed method research design was employed using Astin's Inputs-Environment-Outcomes (I-E-O) model as the theoretical framework. National Collegiate Athletic Association's GOALS survey data and academic performance levels of the 2012-13 at-risk student-athlete population were analyzed to report significant findings. In addition, qualitative data were collected from institutional leaders that have a vested interest in the academic performance of student-athletes. The results of the study indicated that the at-risk population's mean cumulative GPA was less than all other student-athletes at 2.69 and 2.84, respectively. There were also statistically significant differences in mean GPA among the at-risk population with regard to gender, major, sport participation, and year in school. However, incoming eligibility index score did not have a statistically significant impact on GPA. Correlation between high school GPA, index score, and college GPA indicated a significant relationship between high school GPA and college GPA. Analysis of the survey data revealed 21 of the 90 variables as statistically significant correlations with GPA, 10 of which also correlated positively or negatively among the predictor variables. Moreover, regression modeling, including all predictor variables, accounted for 53% of the variance in cumulative GPA and resulted in seven significant predictors of mean GPA. By and large, campus leaders reported that at-risk student-athletes are supported in their quest to graduation. This research may provide insight for institutions and athletic departments to improve at-risk student-athlete academic development.
Author: Morris R. Council
Publisher: IAP
ISBN: 164113416X
Category : Education
Languages : en
Pages : 142
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Book Description
There are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics. These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.
Author: Dinur Blum
Publisher: Springer Nature
ISBN: 3030613267
Category : Education
Languages : en
Pages : 156
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Book Description
This book challenges existing literature on student-athletes and examines the obstacles student-athletes face with respect to academic achievement in college. Blum includes excerpts from in-depth, semi-structured interviews with US student-athletes, coaches, academic advisors, and learning specialists to provide insights on how student-athletes define success academically, athletically, and professionally. He also identifies the challenges student-athletes face inside and outside of the classroom and how they can be helped in achieving academic success.
Author: Samantha J. Monda
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Author: Eddie Comeaux
Publisher: IAP
ISBN: 1681230267
Category : Education
Languages : en
Pages : 176
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Book Description
Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes is practical and ideal for those who seek to use research to inform their individual and organizational practices. This volume is primarily intended for upper-level undergraduate and graduate students, though scholars, researchers, teachers, practitioners, coaches, athletics administrators, and advocates of intercollegiate athletics will also find it useful. It comprises a series of chapters that cover a wide range of evidence-based approaches designed to enhance the practices of those who work closely with college athletes. Given the breadth of the field overall, this single volume is not exhaustive, but the current concerns, challenges, and themes of relevance to higher education researchers, practitioners, and others are well addressed. The intent of the text is to spark conversation about how college and university constituents can reframe their thinking about the importance of innovative research to careful, informed practice. Likewise, the contributors hope that it will inspire greater awareness and action among practitioners, as well as advance scholarship in the area of athletics. Each chapter includes current research, and in some cases theoretical perspectives, which should assist practitioners enhance the well-being of college athletes. Each chapter also offers guided discussion questions that are ideal for use as the basis of further conversation in the classroom setting. Adopters of this text will benefit from leading voices in the field who delve into complex issues, shedding new light and presenting unique opportunities for understanding a diversity of perspectives on evidence-based practices in support centers for athletes. In all, this volume provides a rich portrait of data-driven practices designed to assist practitioners and others who work closely with college athletes, and lays the groundwork for an ambitious and long overdue agenda to further develop innovative research that informs the practices of athletics stakeholders and improves the quality of experiences for college athletes.
Author: Kenneth L. Shropshire
Publisher: University of Pennsylvania Press
ISBN: 1613630816
Category : Education
Languages : en
Pages : 121
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Book Description
2018 DIGITAL BOOK AWARD FINALIST FOR BEST SOCIAL IMPACT BOOK The student-athlete's life: practice, gym, weight room, film review, repeat. Simply put, sports come first. Academics is a distant second. As the revenues generated by big-time college sports continue to skyrocket, virtually all of the debate involves whether (and how much) student-athletes should be paid for play. Kenneth L. Shropshire and Collin D. Williams, Jr., argue that "student" has to come first in student-athlete: the focus should be on prioritizing a meaningful education. In The Miseducation of the Student Athlete: How to Fix College Sports, Shropshire and Williams draw on new research to reveal that it has become increasingly difficult for college athletes to balance school and sports, much less a social life, leading to serious economic, professional, and emotional consequences for young people. Given that fewer than 2% of all college men's basketball and football players will play at the professional level, the other 98% of student-athletes must be prepared to find and perform well in jobs outside of their respective field of play. In this bold call to action, Shropshire and Williams explain how we got here and what can be done about it. They lay out The Student-Athlete Manifesto, a roadmap to increase the likelihood that student-athletes can succeed both on and off the field. They also offer a Meaningful Degree Model, which ensures education pays for everyone, along with stories of success that show it is possible to be both a student and an athlete. A critical read for student-athletes, sports leadership, policy makers, and anyone who loves college sports, The Miseducation of the Student Athlete has the potential to disrupt college sport and create lasting change.
Author: Lauren Le Kirby
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 266
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Book Description
The current study explores how academic success is defined and socially constructed between athletic academic support professionals and at-risk student-athletes. There continues to be an increase in academic support services provided to student-athletes, including learning specialists, academic advisors, and academic buildings (Wolverton, 2008). Although a significant relationship between support services and academic output of student-athletes has been found (Hollis, 2002; Ridpath, 2010), the relational and communicative dynamics of these groups have not been fully explored. Using qualitative methods, one-on-one interviews were conducted with participants, and grounded theory and thematic analysis were employed to identify overarching themes for the research questions. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic. In addition, overarching themes were found to explain how success is socially constructed among these groups. Academic advisors used communication and instrumental support, while learning specialists created accountability through problem solving and aided in socio-emotional development. Student-athletes identified that their advisor provided information and acted as a safety net, while their learning specialist facilitated academic success and helped them develop socio-emotionally. This study adds to research on the professional roles of learning specialists and advisors, explores at-risk student-athletes' experiences with academic support staff, and identifies how the communication and relational dynamics between these groups may be improved.
Author: Jonathan Michael Lee
Publisher:
ISBN:
Category : At-risk youth
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic, phenomenological study was to understand the lived experiences of secondary athletic coaches concerning the influence of sports participation as part of an intervention strategy for at-risk students in a suburban school district in the southwest United States. The central research question was, what is the perceived influence participation in secondary sports programs has on at-risk students? The theories guiding this study are Bandura’s social cognitive theory and Vygotsky’s zone of proximal development theory, which explain changes in individuals resulting from environmental and mentor influences. This study used a questionnaire, individual interview, and a letter-writing prompt as data collection methods to capture the lived experiences of athletic coaches. The results from data collection underwent thematic analysis based on van Manen’s data analysis approach to understand the influence of sports participation on at-risk student-athletes. The results of this study close the gap in qualitative literature regarding the influence of athletic participation on at-risk students. The research found that at-risk students demonstrate improved academic and behavioral outcomes when exposed to a constructive environment, a positive role model, and opportunities to build confidence. Athletic coaches express that all three factors can be found in an athletic program; therefore, the results of this study imply that participation in a secondary athletic program leads to enhanced academic achievement and socially acceptable behaviors for at-risk students.
Author: John Auge
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 0
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Book Description
Author: NCAA
Publisher:
ISBN: 9781495131752
Category :
Languages : en
Pages :
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