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Author: Cindy Carol Norton
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
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Book Description
This quantitative non-experimental study examined college remediation within Virginia's 23 community colleges to determine the effect remediation had on graduation rates. The decrease in the level of math skills for entering freshman has led to an increase in the number of college remedial courses. Cognitive load theory (CLT) provided the theoretical framework in that instructional design considers the limitations of the working memory and the process of transforming instructional practices. By combining these two focus areas students acquire foundational knowledge and cognitive process development leading to graduation rate. For research question 1, a paired samples t-test compared the graduation rate of the remediated student population to the graduation rate of the whole-school student population at the college level (n = 23). The graduation rate of the remediated student population was found to be significantly lower than the graduation rate of the whole-school student population, t(22) = -2.71, p = .013. For research question 2, a one-way analysis of variance (ANOVA) compared the college level graduation rate of the remediated student population longitudinally across 10 cohorts (1998-2007, n = 10) to examine the long-term effect of remediation education. The result indicated that there was a difference across the cohorts F(9, 198) = 3.21, p = .00. Specifically, graduation rate increased from 2000 to 2007, suggesting an upward trend in the remediation result.
Author: Daryao S. Khatri
Publisher: R & L Education
ISBN: 9781610483674
Category : Algebra
Languages : en
Pages : 0
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Book Description
Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This book is written by practitioners whose primary teaching subject is not math but who use math extensively in their courses in STEM disciplines, social science statistics, and their own research. Moreover, in the writing of this book, the authors have used the teaching principles of anchoring, overlearning, pruning the course to its essentials, and using simple and familiar language in word problems.
Author: Cindy Carol Norton
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
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Book Description
This quantitative non-experimental study examined college remediation within Virginia's 23 community colleges to determine the effect remediation had on graduation rates. The decrease in the level of math skills for entering freshman has led to an increase in the number of college remedial courses. Cognitive load theory (CLT) provided the theoretical framework in that instructional design considers the limitations of the working memory and the process of transforming instructional practices. By combining these two focus areas students acquire foundational knowledge and cognitive process development leading to graduation rate. For research question 1, a paired samples t-test compared the graduation rate of the remediated student population to the graduation rate of the whole-school student population at the college level (n = 23). The graduation rate of the remediated student population was found to be significantly lower than the graduation rate of the whole-school student population, t(22) = -2.71, p = .013. For research question 2, a one-way analysis of variance (ANOVA) compared the college level graduation rate of the remediated student population longitudinally across 10 cohorts (1998-2007, n = 10) to examine the long-term effect of remediation education. The result indicated that there was a difference across the cohorts F(9, 198) = 3.21, p = .00. Specifically, graduation rate increased from 2000 to 2007, suggesting an upward trend in the remediation result.
Author: Daryao Khatri
Publisher: R&L Education
ISBN: 1610483685
Category : Education
Languages : en
Pages : 298
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Book Description
Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This book is written by practitioners whose primary teaching subject is not math but who use math extensively in their courses in STEM disciplines, social science statistics, and their own research. Moreover, in the writing of this book, the authors have used the teaching principles of anchoring, overlearning, pruning the course to its essentials, and using simple and familiar language in word problems.
Author: Thomas R. Bailey
Publisher: Harvard University Press
ISBN: 0674368282
Category : Education
Languages : en
Pages : 301
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Book Description
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Author: David L. Kirp
Publisher: Oxford University Press
ISBN: 0199391092
Category : Education
Languages : en
Pages : 271
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Book Description
In Improbable Scholars, David L. Kirp challenges the conventional wisdom about public schools and education reform in America through an in-depth look at Union City, New Jersey's high-performing urban school district. In this compelling study, Kirp reveals Union's city's revolutionary secret: running an exemplary school system doesn't demand heroics, just hard and steady work.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496659
Category : Education
Languages : en
Pages : 123
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Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Author: Teresa Perez
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
A significant number of high school graduates who apply for higher education are not prepared for a college-level mathematics course. At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take remedial courses (U.S. Department of Education, 2013). College and universities are trying alternative instructional approaches to improve the teaching of remedial mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math course. With the recent growth of the internet, new methods of delivering instruction are now possible thanks to the use of computers, so student will have choices of when, where and how they learn math. The purpose of this study is to compare academic performance of freshmen students attending California State University, Sacramento, (CSUS) who are enrolled in Elementary Algebra with Geometry remedial courses using traditional instructions and web based format (ALEKS). Students' performance based on their gender and ethnicity will be explored as well. This study is based on freshmen enrolled in two Elementary Algebra with Geometry classes, during the fall 2012, 2013, and 2014 semesters. A total of 458 students were enrolled in both classes, 31% were males and 69% were females. In term of students' ethnicity 25% were Asian, 11% African American, 32% Hispanic and 21% Whites. The classes were offered in two different format; traditional instructions and web-based online format. All the students completed the course and took the Intermediate Algebra Diagnostic (IAD) exam. Data was collected by two departments at California State University, Sacramento; The Math Learning Skill and Mathematics and Statistics Department. The three exam scores analyzed in the study were provided by the Learning Skill Assistant Professor and Math Coordinator. The Intermediate Algebra Diagnostic exam scores were provided by the Math Lab Coordinator. The results of this study showed that students in the ALEKS classes outperformed traditional lecture students in the Elementary Algebra with Geometry exam scores. In the Intermediate Algebra Diagnostic test students in traditional lecture outperformed ALEKS students. In terms of the Elementary Algebra with Geometry exam results, the study found that there is a significant gender difference in all semesters and in both classes, with females scoring higher than males. Additionally, females enrolled in ALEKS classes scored higher than females in lecture classes. In the IAD results the study showed that females also outperformed males in both classes. The results revealed that there was not a significant difference between the average test scores based on students' ethnicity. All ethnic groups except African Americans had similar scores in both classes. African American students enrolled in lecture class scored higher than other ALEKS students. In terms of the IAD test, African American scored lower in both classes than Asian, Hispanic and Whites. Regarding class type the traditional lecture sections obtained the high passing rates. Based on the literature review and the results of this research the writer concluded ALEKS has a better impact on students learning. However the difference in lecture courses were slightly lower. More research need to be done to find out which teaching method has better impact on math remediation.
Author: Daniel Royer
Publisher: Hampton Press (NJ)
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 280
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Book Description
This guide offers updated shopping tips to people visiting China. It explains what to buy (from porcelain, jade and pearls to silk, antiques, carpets and custom-tailored clothing), how to deal with local merchants and get the best prices, and where to find the best stores, markets and shopping districts - all in a handy pocket-sized format. It also provides tips on finding airfare, hotel and dining bargains.
Author: Diane M. Bansbach
Publisher:
ISBN:
Category :
Languages : en
Pages : 368
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Book Description
My goals were to increase instructors' use of teaching methods that promote active learning (AL) and to increase students' understanding of course content. To accomplish these goals, I created and implemented professional development (PD) that supported the use of AL-oriented teaching methods in a remedial mathematics course. I focused on three aspects of teaching that supports AL: classroom culture, meaningful tasks, and student collaboration.
Author: Lynda N. Lee
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 20
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Book Description
