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Author: Molly Beth Kerby
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 460
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Book Description
The present study investigated the impact of levels of student engagement on retention among first-year, full-time students at a south central Kentucky university, by examining the self-reported levels of engagement as described on the Spring 2005 National Survey of Student Engagement (NSSE). In addition, the study measured the predictive value of the multidimensional patterns of student engagement relative to student retention from the first- to second-year, based on the NSSE participants' subsequent enrollment in the Fall 2005. The study also examined the relationship among students' demographic and personal achievement characteristics and levels of student engagement that influence persistence and dropout decisions. An analysis of both past and current literature concerning retention issues revealed that persistence in higher education is a longitudinal process involving more than students' cognitive ability to succeed academically. The present study employed a cross-sectional, correlation design in which a two-group, simultaneous, discriminant analyses were used to address the research questions. Data used for this study were gathered via cross-sectional design from first-year students who enrolled in the fall 2004 semester at Western Kentucky University. The survey was administered toward the end of the spring 2005 semester. Only those students who persisted from the fall 2004 semester to spring 2005 semester participated in the survey. Information sought concerned demographic characteristics, student engagement behaviors, and other variables thought to influence student persistence. Sample participants who persisted were identified though Fall 2005 enrollment records. Results from the present study indicated that academic achievement is a far greater predictor of persistence than student engagement. In addition, the data obtained from this study might also indicate that Spady (1970) and Tinto's (1975) stance that demographic and academic achievement characteristics are the foundation of the longitudinal process of persistence might be key to predicting persistence, particularly among first-year students. In short, while social integration and student engagement are important, academic achievement and preparedness are critical to both social integration and persistence. In other words, while student engagement may be an important factor in persistence in higher education, the basis for success in higher education is academic preparedness. Further investigations of the effects of remedial education on persistence are necessary to determine if this approach actually increases persistence.
Author: Molly Beth Kerby
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 460
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Book Description
The present study investigated the impact of levels of student engagement on retention among first-year, full-time students at a south central Kentucky university, by examining the self-reported levels of engagement as described on the Spring 2005 National Survey of Student Engagement (NSSE). In addition, the study measured the predictive value of the multidimensional patterns of student engagement relative to student retention from the first- to second-year, based on the NSSE participants' subsequent enrollment in the Fall 2005. The study also examined the relationship among students' demographic and personal achievement characteristics and levels of student engagement that influence persistence and dropout decisions. An analysis of both past and current literature concerning retention issues revealed that persistence in higher education is a longitudinal process involving more than students' cognitive ability to succeed academically. The present study employed a cross-sectional, correlation design in which a two-group, simultaneous, discriminant analyses were used to address the research questions. Data used for this study were gathered via cross-sectional design from first-year students who enrolled in the fall 2004 semester at Western Kentucky University. The survey was administered toward the end of the spring 2005 semester. Only those students who persisted from the fall 2004 semester to spring 2005 semester participated in the survey. Information sought concerned demographic characteristics, student engagement behaviors, and other variables thought to influence student persistence. Sample participants who persisted were identified though Fall 2005 enrollment records. Results from the present study indicated that academic achievement is a far greater predictor of persistence than student engagement. In addition, the data obtained from this study might also indicate that Spady (1970) and Tinto's (1975) stance that demographic and academic achievement characteristics are the foundation of the longitudinal process of persistence might be key to predicting persistence, particularly among first-year students. In short, while social integration and student engagement are important, academic achievement and preparedness are critical to both social integration and persistence. In other words, while student engagement may be an important factor in persistence in higher education, the basis for success in higher education is academic preparedness. Further investigations of the effects of remedial education on persistence are necessary to determine if this approach actually increases persistence.
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Curtis R. Henrie
Publisher:
ISBN:
Category :
Languages : en
Pages : 156
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Book Description
This is a multiple-article format dissertation that explores methods for measuring student engagement in technology-mediated learning experiences. Student engagement is the committed, focused, and energetic involvement of students in learning. Student engagement is correlated with academic performance, student satisfaction, and persistence in learning, making it a valuable predictor of important learning outcomes. In order to identify which students need help or to evaluate how well an instructional interaction promotes student engagement, we need effective measures of student engagement. These measures should be scalable, cost effective, and minimally disruptive to learning. This dissertation examines different approaches to measure student engagement in technology-mediated learning environments that meet the identified measurement criteria. The first article is an extended literature review that examines how engagement has been measured in technology-mediated learning experiences. The second article is an instrument evaluation of an activity-level self-report measure of student engagement. The third article explores the relationships between learning management system user-activity data (log data) and results of the activity-level self-report measure of student engagement.
Author: Amy L. Reschly
Publisher: Springer Nature
ISBN: 3031078535
Category : Psychology
Languages : en
Pages : 672
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Book Description
The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Peng Qi
Publisher: Springer Nature
ISBN: 9464632380
Category : Computers
Languages : en
Pages : 1031
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Book Description
This is an open access book. Big data is a large-scale and complex data set based on modern information technology. It has the characteristics of scale and diversity, and its information processing and storage capabilities have been significantly improved. The application of big data technology is to fully mine and analyze data, build cooperation and interaction between teachers and students, encourage students to communicate and interact with teachers, and give full play to the education and teaching effect of big data. In order to improve teaching quality and efficiency as much as possible, all kinds of teaching in the new era must have strong flexibility and foresight, so as to adapt to the development of modern society. So big data will give greater flexibility to educational activities. Therefore, big data will give greater flexibility to educational activities, and more and more scholars provide new ideas for the above research directions. To sum up, we will hold an international academic conference on big data and information education. The 2023 4th International Conference on Big Data and Informatization Education (ICBDIE2023) was held on April 7–9, 2023 in Zhangjiajie, China. ICBDIE2023 is to bring together innovative academics and industrial experts in the field of Big Data and Informatization Education to a common forum. The primary goal of the conference is to promote research and developmental activities in Big Data and Informatization Education and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. The conference will be held every year to make it an ideal platform for people to share views and experiences in international conference on Big Data and Informatization Education and related areas.
Author: Lauren C. Bell
Publisher: Springer Nature
ISBN: 3031551559
Category :
Languages : en
Pages : 436
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Book Description
Author: Jimmie A. Schlinsog
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 384
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Book Description
This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located in the mid-South region of the United States. Differences in engagement and outcomes between first generation and continuing-generation students were also explored. This longitudinal panel study utilized an Input-Environment-Output assessment model for the design and analysis. The input variables consisted of background characteristics including gender, ethnicity, high school preparation, and first-generation status. The chief environmental variable was engagement as measured by the National Survey of Student Engagement (NSSE). The outcome variables included academic achievement, persistence, and graduation within the six-year reporting cycle for the Council on Postsecondary Education (CPE) in the state of Kentucky. The results indicated that first-generation students were less well prepared in terms of high school GPA and ACT, typically earned a lower first-year GPA and fewer credits, and were less likely to persist and to graduate compared to continuing-generation students. Those that did graduate, however, did so with a similar GPA to continuing-generation students. The significant predictors of academic achievement at the end of the first year of college were high school GPA and ACT. High school GPA and ACT were also significant predictors of the likelihood of persistence and graduation within six years. Surprisingly, engagement did not emerge as a predictor of the likelihood of persistence or graduation for either first-generation or continuing-generation students nor were there significant differences in engagement between first-generation and continuing-generation students. Significant differences in engagement did, however, emerge according to ethnicity and gender with students of color indicating higher levels of engagement than White students and women being more engaged than men. Implications for practice and suggestions for future research are also considered.
Author: Susan M. Brookhart
Publisher: Routledge
ISBN: 042901760X
Category : Education
Languages : en
Pages : 591
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Book Description
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.
Author: Joseph R. Matthews
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 196
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Book Description
Written specifically to address the library's role in education, this book provides guidance on performing assessment at academic institutions that will serve to improve teaching effectiveness and prove your library's impact on student learning outcomes—and thereby demonstrate your library's value. Academic libraries are increasingly being asked to demonstrate their value as one of many units on campus, but determining the outcomes of an academic library within the context of its collegiate setting is challenging. This book explains and clarifies the practice of assessment in academic institutions, enabling library managers to better understand and explain the impact of the library on student learning outcomes, teaching effectiveness, and research productivity. Providing essential information for all college and university librarians, this volume discusses and summarizes the outcomes of research that has been conducted to investigate assessment within the context of higher education. This updated second edition incorporates additional research, examines new trends, and covers groundbreaking advances in digital assessment tools as well as the changes in the amount and forms of data utilized in the assessment process. The chapters address assessment from a campus setting and present data that demonstrate the value of the library within that setting in terms of learning, research, and overall impact. In sum, the book presents librarians with up-to-date, practical guidelines for planning and conducting assessment.
