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Author: Amy Katherine Justice Taylor
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
The purpose of this single instrumental case was to understand how community college students in rural Tennessee perceive the impacts of mandatory remediation with regard to finances, time, and effectiveness. The theory that was used to guide this study was Malcom Knowles’ adult learning theory. This case study was conducted with qualitative measures by utilizing a survey, journaling, and interviews with a sample of students from a community college in rural Tennessee who were assigned to remedial placement in the areas of math, reading, and/or writing. This method of data collection provided students with the opportunity to share their individual perspectives, thoughts, and experiences in a setting that is safe and supportive as their participation remained confidential. Data obtained from the participants was transcribed and reviewed by each participant to ensure that their responses were interpreted correctly to avoid any biases. Responses obtained from the survey were also used to guide questions during the interview process and encouraged unscripted questions to further the dialogue and gain a deeper understanding of the participants' perspectives.
Author: Amy Katherine Justice Taylor
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
The purpose of this single instrumental case was to understand how community college students in rural Tennessee perceive the impacts of mandatory remediation with regard to finances, time, and effectiveness. The theory that was used to guide this study was Malcom Knowles’ adult learning theory. This case study was conducted with qualitative measures by utilizing a survey, journaling, and interviews with a sample of students from a community college in rural Tennessee who were assigned to remedial placement in the areas of math, reading, and/or writing. This method of data collection provided students with the opportunity to share their individual perspectives, thoughts, and experiences in a setting that is safe and supportive as their participation remained confidential. Data obtained from the participants was transcribed and reviewed by each participant to ensure that their responses were interpreted correctly to avoid any biases. Responses obtained from the survey were also used to guide questions during the interview process and encouraged unscripted questions to further the dialogue and gain a deeper understanding of the participants' perspectives.
Author: Adina Kalet
Publisher: Springer Science & Business Media
ISBN: 1461490251
Category : Medical
Languages : en
Pages : 386
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Book Description
Remediation in medical education is the act of facilitating a correction for trainees who started out on the journey toward becoming excellent physicians but have moved off course. This book offers an evidence-based and practical approach to the identification and remediation of medical trainees who are unable to perform to standards. As assessment of clinical competence and professionalism has become more sophisticated and ubiquitous, medical educators increasingly face the challenge of implementing effective and respectful means to work with trainees who do not yet meet expectations of the profession and society. Remediation in Medical Education: A Mid-Course Correction describes practical stepwise approaches to remediate struggling learners in fundamental medical competencies; discusses methods used to define competencies and the science underlying the fundamental shift in the delivery and assessment of medical education; explores themes that provide context for remediation, including professional identity formation and moral reasoning, verbal and nonverbal learning disabilities, attention deficit disorders in high-functioning individuals, diversity, and educational and psychiatric topics; and reviews system issues involved in remediation, including policy and leadership challenges and faculty development.
Author: Debra Paulette Gillum
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 196
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Book Description
Author: Robert H. McCabe
Publisher: Rowman & Littlefield Publishers
ISBN: 9780871173300
Category : Education
Languages : en
Pages : 0
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Book Description
Twenty-five community colleges participated in a study that tracked 71 percent of 592 students who successfully enrolled in a remedial program in 1990. Follow-up interviews of program completers gathered information about further education, employment, family, and facts about post-remedial life. A criminal justice search was also conducted on the entire study cohort. These data were the basis for this first comprehensive national study on community college remedial education students. The study found that most successfully remediated students perform well in standard college work, gravitate to occupational programs or direct employment, and become productively employed. While a majority of the remedial students were white non-Hispanic, ethnic minorities were overrepresented in the cohort and even more so in a seriously deficient student sub-cohort, confirming that remedial education is a significant issue for ethnic minorities. While community college remedial programs are cost effective, most colleges fail to use the substantial research concerning successful remedial education, and do not fund programs at a level necessary for successful results. Recommendations include: (1) giving remedial education higher priority and greater institutional and legislative support; (2) requiring assessment and placement of all entering students; and (3) developing a national guide to assist colleges in developing effective remedial education programs. (Contains 15 figures and tables, 45 references and 63 pages.) (PGS)
Author: Carola Suárez-Orozco
Publisher: Teachers College Press
ISBN: 0807778036
Category : Education
Languages : en
Pages : 241
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Book Description
This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), chapters highlight the unique needs of these students, the role of classrooms and campus settings, out-of-class time spent on campus, the importance of relationships, expectations versus outcomes, and key recommendations for policy and practice. The text integrates an array of important topics, including developmental challenges, language learning, the undocumented student experience, microaggressions, counseling center use, and academic engagement. Above all, this book looks at what community colleges can do to better help this growing population of new Americans succeed. “This book is a gift of hope and possibility to all of us who know that community colleges are the pathway to educational opportunity and equity for the students who, in the not too distant future, will be the face of America.” —Estela Mara Bensimon, director of the Center for Urban Education, USC Rossier School of Education “Offers detailed analysis and concrete recommendations on how community colleges could better serve students from immigrant backgrounds. It is a must-read for policymakers and practitioners in the field.” —Randy Capps, Migration Policy Institute Contributors: Cynthia M. Alcantar, Stacey Alicea, Saskias Casanova, Janet Cerda, Natacha Cesar-Davis, Monique Corral, Tasha Darbes, Sandra I. Dias, Edwin Hernández, Heather Herrera, Juliana Karras Jean-Gilles, Dalal Katsiaficas, Guadalupe López-Hernández, Margary Martin, Alfredo Novoa, Olivia Osei-Twumasi, McKenna Parnes, Sarah Schwartz, Sukhmani Singh, Cecilia Rios-Aguilar, Carola Suárez-Orozco, Marcelo Suárez-Orozco, Robert Teranishi
Author: Sarkis Harry Kavookjian
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 202
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Book Description
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: Thomas Landefeld
Publisher: Springer Science & Business Media
ISBN: 1441907785
Category : Science
Languages : en
Pages : 112
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Book Description
Mentoring has always been an important factor in life and particularly in academia. In fact, making choices about educational pursuits and subsequent careers without input from mentors can prove disastrous. Fortunately, many individuals have “na- ral” mentors and for them these choices are greatly facilitated. Others are not pri- leged with natural mentors and as such often struggle with making these tough choices. Many times these individuals are from under served and disadvantaged backgrounds, where mentors are too few and far between. For them, deciding on which career path to take can be based not only on insufficient information but oft times on inaccurate information. Although the tips in this monograph are designed for helping all individuals who are interested in pursuing the study of science and science careers, a special mentoring focus is on those students who have not expe- enced the advantages of the privileged class. Additionally, tips are included for those who are interested in effectively mentoring these individuals. How and why a person gets to that point of wanting to mentor is not as important as the fact that they have made that commitment and this monograph will help them do exactly that. When I received my PhD in Reproductive Endocrinology from the University of Wisconsin, I was ready and anxious to discover all kinds of new and exciting aspects about this field of science.
Author: Juan Carlos Calcagno
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly, the impacts of both math and reading remediation were positive in terms of the total (remedial and college-level) credits earned over six years. However, no effect was found on total college-level (non-remedial) credits completed. The likelihood of passing subsequent college-level English composition was slightly lower for reading remedial students, while no difference was found in future math course performance for math remedial students. No discernible impact was found in terms of certificate or associate degree completion or transfer to a public four-year college. Overall, the results suggest that remediation might promote early persistence in college, but it does not necessarily help students who are on the margin of passing the cutoff make progress toward a degree. The report concludes that additional effort is needed to estimate the impact of remedial courses on weaker students who score far below the placement cutoff necessary to take college-level courses. More work is also needed on the effects of remediation relative to its costs. Future research should also focus on institutional policies and practices, as well as particular services and classroom strategies, in order to explore differences in the effects of remediation by college and by remediation program design. [Additional support for this research was provided by the Spencer Dissertation Fellowship. The National Center for Postsecondary Research is a partnership of the Community College Research Center, Teachers College, Columbia University; MDRC; the Curry School of Education at the University of Virginia; and faculty at Harvard University. This Brief is based on an NCPR Working Paper titled "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance." For the full working paper, see ED501553.].
Author: Nazia Mostafa
Publisher:
ISBN:
Category :
Languages : en
Pages : 570
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Book Description
The purpose of this study was to assess the experiences of remedial students who successfully completed one or two years of community college. The study aimed to offer educational leaders, administrators, and faculty valuable insights to assist them in creating and providing better programs and services to first- and second-year remedial students. Furthermore, the study aimed to gain knowledge of how institutions can improve practices and policies in relation to remediation. Specifically, this study aimed to gain knowledge of ways in which academic, personal/emotional, and institutional factors impact remedial college students through the students' lived experiences. This study is unique in its nature because existing research on remedial students who completed one or two years of community college is dismal. This study will contribute to literature since this topic needed to be developed and more work is required in this particular area of research. This mixed methods study used concurrent strategy approach. Quantitative and qualitative data were collected simultaneously. The quantitative data of this study were used to inform qualitative process. The qualitative data served to surpass the limitations of quantitative research designs. The overall qualitative findings showed that students had a positive experience of interacting with faculty, counselors, family, friends, and utilizing on-campus resources. On the other hand, participants also indicated having negative experience of interacting with faculty and counselors. They stated feeling overwhelmed and stressed due to familial obligations and financial issues. Some of them also indicated facing a dire experience of utilizing such on-campus resources as tutoring, Math Activities Center, and financial aid. The quantitative findings showed that the relationship between faculty and counselors, family and friends, and library and tutoring regarding the experiences of first- and second-year remedial college students was either medium or medium to high. This shows that if students interact with faculty they are also likely to interact with counselors, if they interact with family they are also likely to interact with friends, and if they utilize library services they are also likely to utilize tutoring services. The quantitative findings also showed that there was not a significant difference between first- and second-year remedial students regarding their experiences of interacting with faculty, counselors, family, friends, and satisfaction with tutoring, financial aid, and counseling. Furthermore, the results showed that first-year remedial students on average are less likely to be satisfied with library services than second-year remedial students.
