Comparative Effectiveness of Selected Remediation Programs in Postsecondary Mathematics PDF Download
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Author: William Hodge Howland
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 144
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Author: William Hodge Howland
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 144
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1074
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Mary Monroe-Ellis
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 264
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Author: Scotty Glen Houston
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Remedial education in postsecondary institutions has been a topic of discussion for policymakers and educators for many years. The subject where most of the remediation occurs is mathematics. A population skilled in mathematics is necessary for many of the current job openings, and many more jobs to come, as countless occupations are becoming even more technologically sophisticated. Researchers have determined that upwards of sixty to seventy percent of incoming students in college and universities need math remediation, and factors reanging from family income, race and gender to admissions test scores and grade point average have been shown to influence remedial need, either positively or negatively. The studies presented in this dissertation explore how these factors along with other possible predictors impact remedial mathematics need. A recent release of data from the National Center for Education Statistics called the Beginning Postsecndary Study was analyzed used multiple regression models. Models were run for both male and female students, separately, along with individual models for White students, African American students and Hispanic students. In models related to male and female students, secondary school influences such as high school grade point average, highest mathematics course taken in high school and admissions test scores were of high importance in determining remedial need. Among the three racial groups, the same factors were influential for White students, and only admissions test scores were impactful for African American students and Hispanic students. For male students, African American students were more likely than White students to enroll in remedial math courses. Among female students, both African American and Hispanic students enrolled in moe remedial math courses that White students. The model including all students in the sample showed that secondary school influences were the greatest predictors. Also, African American and Hispanic students were more likely to require remedial courses than White students. .
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1108
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Author: Ivo Joseph Rodrigues
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 130
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Author: Piet Van den Bossche
Publisher: Springer Science & Business Media
ISBN: 940072845X
Category : Education
Languages : en
Pages : 247
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Book Description
Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace. The key contributory factors to professional expertise are how professional schools connect to professional practice, how schools prepare graduates for continuous learning, and how the workplace endorses continuous development. Thus, the question this volume addresses—how to design learning and working environments that facilitate the integration of these three elements—is at the heart of contemporary pedagogical theory. The authors also ask a second vital question: how do we educate learners that go on to maximize their life’s learning opportunities by regulating their own ongoing learning? Learning at the Crossroads of Theory and Practice argues that with the theory of learning at a crossroads, this is an unprecedented opportunity for learning about learning. The book sheds light on different elements of this challenge: integrating theory and practice in business education, generating and fully exploiting workplace learning opportunities, and enriching our classrooms by coupling theoretical knowledge with the richness of real-life experience.
Author:
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ISBN:
Category : Administrative law
Languages : en
Pages : 1012
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Author: United States. Department of Education. Student Financial Assistance Programs
Publisher:
ISBN:
Category : Student aid
Languages : en
Pages : 892
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