Determining the Effects of Remedial Mathematics Education in a Community College PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Determining the Effects of Remedial Mathematics Education in a Community College PDF full book. Access full book title Determining the Effects of Remedial Mathematics Education in a Community College by Allen H. Alexander. Download full books in PDF and EPUB format.
Author: Allen H. Alexander
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 256
Get Book Here
Book Description
Author: Allen H. Alexander
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 256
Get Book Here
Book Description
Author: Juan Carlos Calcagno
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
Get Book Here
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: Cindy Carol Norton
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
Get Book Here
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: Stacey M. Sivley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133
Get Book Here
Book Description
With open door admission policies, lower tuition rates, and convenient locations, community colleges are enrolling more and more academically unprepared students who are placing into developmental mathematics courses. Many of these community colleges need to assess their developmental education programs, instructors, courses, and students to determine if they are providing an effective developmental experience for students. The purpose of this study is to determine if students at selected Alabama community colleges are involved in remedial mathematics activities that are documented in the literature as best practices. Using student surveys, student focus groups, and faculty interviews from students and instructors currently involved in developmental mathematics courses, data were collected from three selected Alabama community colleges. Data analysis for the study incorporated qualitative and quantitative methodologies which were used to establish common themes in developmental math courses with an emphasis on best teaching and learning practices. The results of the study provided strong feedback and opinions on the topic of developmental mathematics education by students and faculty. By addressing the findings in this study with a renovation and/or revitalization of identified student services, updated placement testing procedures, and faculty professional development on the specific needs of developmental mathematics students, community colleges may find that numerous facets of their developmental education programs will incorporate and model documented best teaching and learning practices. The findings also led to suggestions for future research.
Author: Thomas Lin
Publisher: MIT Press
ISBN: 0262536358
Category : Mathematics
Languages : en
Pages : 331
Get Book Here
Book Description
The Pulitzer Prize–winning magazine’s stories of mathematical explorations show that inspiration strikes haphazardly, revealing surprising solutions and exciting discoveries—with a foreword by James Gleick These stories from Quanta Magazine map the routes of mathematical exploration, showing readers how cutting-edge research is done, while illuminating the productive tension between conjecture and proof, theory and intuition. The stories show that, as James Gleick puts it in the foreword, “inspiration strikes willy-nilly.” One researcher thinks of quantum chaotic systems at a bus stop; another suddenly realizes a path to proving a theorem of number theory while in a friend's backyard; a statistician has a “bathroom sink epiphany” and discovers the key to solving the Gaussian correlation inequality. Readers of The Prime Number Conspiracy, says Quanta editor-in-chief Thomas Lin, are headed on “breathtaking intellectual journeys to the bleeding edge of discovery strapped to the narrative rocket of humanity's never-ending pursuit of knowledge.” Winner of the 2022 Pulitzer Prize for Explanatory Reporting, Quanta is the only popular publication that offers in-depth coverage of the latest breakthroughs in understanding our mathematical universe. It communicates mathematics by taking it seriously, wrestling with difficult concepts and clearly explaining them in a way that speaks to our innate curiosity about our world and ourselves. Readers of this volume will learn that prime numbers have decided preferences about the final digits of the primes that immediately follow them (the “conspiracy” of the title); consider whether math is the universal language of nature (allowing for “a unified theory of randomness”); discover surprising solutions (including a pentagon tiling proof that solves a century-old math problem); ponder the limits of computation; measure infinity; and explore the eternal question “Is mathematics good for you?” Contributors Ariel Bleicher, Robbert Dijkgraaf, Kevin Hartnett, Erica Klarreich, Thomas Lin, John Pavlus, Siobhan Roberts, Natalie Wolchover Copublished with Quanta Magazine
Author: Kathleen K. Shepherd
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 190
Get Book Here
Book Description
An estimated 41% of the more than 11 million students who attend a community college need remediation, with remedial mathematics the most common course students need. The literature pertaining to best practices for student success in remedial mathematics abounds, yet, there is little evidence of the factors that influence instructor use of these best practices in the classroom. This study evaluated results of a 29-item survey of American Mathematical Association of Two Year Colleges' members on the influence of instructor demographics, faculty development, institutional policies and procedures, and student support services on instructor use of best practices in teaching remedial mathematics. Developmental Theory served as the study's theoretical framework, while the Seven Principles for Good Practice in Undergraduate Education and the Input-Environment-Output Model served as conceptual frameworks. Analysis revealed nine significant predictors of overall use of best practices, four of which were influenced by instructor demographics, three by institutional policies and procedures, and two by professional development. This study may inform policymakers and administrators alike as they scrutinize the delivery of remedial mathematics courses.
Author: Daniel Royer
Publisher: Hampton Press (NJ)
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 280
Get Book Here
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: Daysha Monique Lawrence
Publisher:
ISBN:
Category :
Languages : en
Pages : 99
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
Get Book Here
Book Description
Author: Linda Verlene Cochran Bankston
Publisher:
ISBN:
Category : Textbooks
Languages : en
Pages : 284
Get Book Here
Book Description
