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| Author | : Teresa Walker Aldredge |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 1997 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Wesley R. Habley |
| Publisher | : John Wiley & Sons |
| Total Pages | : 513 |
| Release | : 2012-09-04 |
| Genre | : Education |
| ISBN | : 0470888431 |
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
| Author | : G. Devin Stephenson |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 1997 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Hallie Lynn Feil |
| Publisher | : |
| Total Pages | : 159 |
| Release | : 2015 |
| Genre | : |
| ISBN | : 9781321964172 |
The results of this study are consistent with the literature in terms of success courses having a positive impact on student persistence and success. For the participants of this study, the curriculum of the success course was a primary factor in the extent of usefulness. Community colleges should examine the usefulness of success courses and adapt the course as necessary to meet the needs of their respective student constituencies.
| Author | : Kris R. Kimbark |
| Publisher | : |
| Total Pages | : 272 |
| Release | : 2015 |
| Genre | : College dropouts |
| ISBN | : |
The purpose of this mixed methods study was to determine if participation in a Student Success Course (SSC) influences persistence, retention, academic achievement and engagement on a community college campus. Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970's. Pressures on community colleges to improve student outcome measures continue to intensify, as do pressures to be both effective and efficient in implementing student success strategies. The Student Success Course has become a popular strategy implemented by community colleges to address the continued low persistence, retention, academic achievement and graduation rates that community colleges experience. Survey data was collected from a purposeful sample of SSC participants at a middle sized community college in Texas from the 2012-2013 academic year. Interviews were conducted to obtain student perception of the influence of participating in the SSC on staying in college (persistence and retention) and student engagement. Quantitative data was analyzed using independent t-tests and chi square analysis as well as frequencies and percentages. The qualitative data was analyzed using an inductive coding process. Results indicate that a relationship does exist between participation in the SSC and persistence, retention, and academic achievement in Math and Science. The results also indicate a significant correlation between SSC participation and student engagement.
| Author | : Myron H. Dembo |
| Publisher | : Routledge |
| Total Pages | : 358 |
| Release | : 2013-01-11 |
| Genre | : Education |
| ISBN | : 1136769862 |
This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
| Author | : Myron H. Dembo |
| Publisher | : Routledge |
| Total Pages | : 370 |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : 0415894190 |
This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. Pedagogical Features include Exercises; Follow-Up Activities; Student Reflections; Chapter-end Reviews ; Key Point; and a Glossary. New in the Fourth Edition: More emphasis on research findings; expanded discussion of motivation ; more emphasis on the impact of students' use of social networking and technology; research about neuroscience in relationship to motivation and learning; new exercises, including web-based activities; Companion Website, including an Instructor's Manual
| Author | : Karine Blackett |
| Publisher | : |
| Total Pages | : 228 |
| Release | : 2008 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Nicholas A. Bowman |
| Publisher | : Taylor & Francis |
| Total Pages | : 300 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000977013 |
Receiving a college education has perhaps never been more important than it is today. While its personal, societal, and overall economic benefits are well documented, too many college students fail to complete their postsecondary education. As colleges and universities are investing substantial resources into efforts to counter these attrition rates and increase retention, they are mostly unaware of the robust literature on student success that is often bounded in disciplinary silos. The purpose of this book is to bring together in a single volume the extensive knowledge on college student success. It includes seven chapters from authors who each synthesize the literature from their own field of study, or perspective. Each describes the theories, models, and concepts they use; summarizes the key findings from their research; and provides implications for practice, policy, and/or research. The disciplinary chapters offer perspectives from higher education, public policy, behavioral economics, social psychology, STEM, sociology, and critical and post-structural theory.
| Author | : Harry J. Holzer |
| Publisher | : Brookings Institution Press |
| Total Pages | : 163 |
| Release | : 2017-08-15 |
| Genre | : Business & Economics |
| ISBN | : 0815730225 |
Practical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions. The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially.
