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1.
Randall A. Barnes William E. Piland 《Community College Journal of Research & Practice》2013,37(12):954-965
Recent efforts to improve developmental education have included references to learning communities as examples of effective practices in basic skills education. The study “Basic skills as a foundation for student success in California community colleges” (2007) cited research from Tinto that suggested that learning communities and collaborative learning activities were effective in improving academic performance and persistence of developmental students. The improvement is because “students encounter learning as a shared experience rather than isolated experience,” and that learning communities “emphasizing collaborative learning have a positive impact on student attitudes toward learning” (Tinto, 1997b, cited in “Basic skills as a foundation for student success in California community colleges,” 2007, p. 58). The problem under investigation in this study was whether learning communities were effective in improving student success in community college developmental English courses, and whether there were differences in learning community outcomes among gender and racial/ethnic groups. Student success was defined, for the purpose of this study, as successful course completion. This study of the impact of a learning community on success in developmental English in an urban community college demonstrated that learning communities are effective in assisting students to succeed in higher level developmental English courses. This level of success was not demonstrated in the lowest level developmental English courses, however. 相似文献
2.
Abstract This article comments on an earlier article by professors Yates and Beaudrie (2009)who examined whether online assessment facilitates student cheating and found no evidence of such a greater prevalence of cheating. Professors Yates and Beaudrie are commended for their contribution to this increasingly important area of research. The analysis indicates that professor Yates and Beaudrie's (2009) conclusion may have been influenced by (1) a failure to adequately account for student ability, leading to potential selection bias; (2) their use of course grades, rather than exam grades as the key measure of student performance; (3) possible differences in precautions that instructors may have deployed in the unproctored sections in order to discourage cheating; and (4) the evolution of distance learning resources and methods over their long period of study. 相似文献
3.
Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for incorporating these principles into each aspect of the online classroom such as the syllabus and presentation areas (class announcements, lectures, conferences, study groups). Strategies for cultivating connection to promote learning and retention in the online classroom and directions for future research on these pedagogical strategies are proposed. 相似文献
4.
Kevin N. Shriner 《Community College Journal of Research & Practice》2013,37(6):588-591
Nearly a decade ago, Smith, Street, and Olivarez (2002) discussed the impact of a late registration policy on students at a community college in Texas. Their study revealed that the policy was detrimental to student success and should be discontinued. There are still colleges, however, that continue the policy of late registration, and this study examines the impact on student success at one community college in Florida. The results reflect that students who register on or after the first day of class are not as successful academically when compared to students who registered early. 相似文献
5.
David W. Hamilton 《Community College Journal of Research & Practice》2013,37(12):1016-1020
Paul Fain (2011), cited community college leaders who overwhelmingly voted at the Reimagining Community Colleges invitation-only conference held September 23, 2011 in New York City, for team teaching and other innovations as the most important fix for remedial education in community colleges. Team teaching is not common in postsecondary education and is difficult to do well. This paper presents the argument that it is the contextualized material that leads to team teaching success. Contextualized learning has not been rigorously researched, and it is far from having enough research for most community colleges to learn from and adapt. Although Perin (2011) found that contextualized learning had been used in various ways in educational literature, this paper focuses on the integration of remedial education materials into a community college career technical skills coursework. 相似文献
6.
Michael W. Galbraith Waynne B. James 《Community College Journal of Research & Practice》2013,37(8):689-701
The process of mentorship in relationship to the community college professor and the potential to improve and enhance the teaching and learning process is explored in this article. This article suggests that not all community college professors are psychological or intellectually disposed to being or becoming a good mentor. It is put forth that mentoring is a subrole of the community college professor. A framework for understanding the “complete mentor” process, as developed by Cohen (1993), is presented. Implications for practice are offered in a manner that connects the community college professor as mentor with enhancing the instructional process through the nurturing teaching perspective. 相似文献
7.
Abstract This study examined the impact of rater agreement on decisions concerning the alignment between the Golden State Examination in High School Mathematics (California Department of Education, 2001a) and the University of California (UC) Statement on Competencies in Mathematics Expected of Entering College Students (Academic Senate of the California State University, 1997). The UC faculty and high school mathematics teachers (N = 20) rated the mathematics items of the Golden State Examination relative to the expectations identified in the UC competency statement, identifying item features related to content and dimensionality. Raters assigned values for a primary topic, a secondary topic, item/topic centrality, and depth of knowledge. Agreement within these criteria was the basis of the assessment of alignment. Results showed considerable variability in judgments across raters and different pictures of alignment depending on the particular subset of raters providing the ratings. A few differences emerged between rater types. 相似文献
8.
9.
Liz Largent 《Community College Journal of Research & Practice》2013,37(4):296-312
In recent decades, many institutions of higher education have responded to community and student learning needs through the development of service-learning programs (Sapp & Crabtree, 2002). Community colleges have been noted as leaders in the establishment of service-learning programs. The purpose of this study was to better understand the service-learning experiences and subsequent outcome of nontraditional age students at a community college. The study utilized the three commonly noted best practices in service-learning as a guide in the exploration of literature and data: (a) connection between course material and the service experience through reflection; (b) the extent to which it is perceived that participation in service-learning had an impact on the community; and (c) the training or orientation activities incorporated into the service-learning experience. Using case study methodology, multiple data sources were collected and analyzed, including faculty member surveys, course syllabi, agency surveys, student surveys and semistructured interviews. Findings of the study revealed a number of implications for practice, as well as recommendations for future research. This study revealed the critical importance of postreflective assignments in helping students connect their service experience to course content and better understand community needs, yielded an understanding of how appreciative agency representatives and working with others at the agency enhanced the service-learning experience, explained how informal means by which to receive an orientation to the service agency are of value, and confirmed previous research that suggests intention to volunteer after graduation can be attributable, at least in part, to students’ participation in service-learning. 相似文献
10.
Ralph Mario Wirth Raymond V. Padilla 《Community College Journal of Research & Practice》2013,37(9):688-711
This qualitative study highlighted student perspectives on barriers to success at a community college located in a south Texas city. The study examined barriers to student success, the knowledge that successful students possess to overcome the barriers, and the actions that successful students undertake to overcome the barriers. Padilla's (2004) theoretical framework and methods for modeling student success provided the conceptual framework for the study. The data analysis resulted in the development of a local student success model and an implementation model for student services at the subject campus. 相似文献
11.
Stefany M. Sit Michael R. Brudzinski 《Journal of Science Education and Technology》2017,26(6):629-645
The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses. 相似文献
12.
Research on learning to teach repeatedly cites the disjuncture in teaching practices promoted across universities and K–12 schools. Much of the literature that is focused on this “two-worlds pitfall” (Feiman-Nemser & Buchmann, 1985) describes the influence of cooperating teachers' more traditional teaching practices on teacher candidates' developing practice. This article, however, provides a case study of a student teacher whose commitment to social constructivist practices was reinforced by the intersection of competing views of teaching and mentoring that collided during her student teaching. We highlight the significant impact of the cooperating teacher's approach to mentoring—more so than teaching—on a student teacher's developing practice. We conclude with recommendations for supporting student and cooperating teachers to develop shared understandings of the purpose of student teaching and mentoring and to engage in educative dialogues about teaching that support the cross-institutional negotiations inherent in mentoring and learning to teach. 相似文献
13.
Mary F. Lamar Dr. Jennifer Anne Wilhelm Merryn Cole 《The Journal of educational research》2018,111(1):108-123
The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. 相似文献
14.
Jane Fitzpatrick 《Assessment & Evaluation in Higher Education》2006,31(1):37-53
The Dearing Report’s (1997) radical proposals challenged lecturers in higher education to develop innovative assessment strategies. This paper explores the dilemmas experienced by one teaching team in designing and implementing a student self‐assessment strategy within a community nursing degree programme. The paper reviews the impact on students’ sense of autonomy and critical thinking skills. In addition, it considers, in depth, the risks associated with developing and implementing a strategy involving self‐assessment. Drawing on a range of sources it examines the drivers for the initiative, the response from the range of stakeholders involved and the impact on the student experience. The academic team found that developing such a creative initiative is time consuming, provokes anxiety and requires extensive negotiation and collaboration between academic and practice colleagues. However, the adoption of a self‐assessment initiative has a significant effect on students’ critical thinking skills and warrants the effort. 相似文献
15.
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth, & Hammar, 1997; Cohen & Wiener, 2003; Neill & Mitchell, 1995; O'Malley & Pierce, 1996; Smith & Ylvisaker, 1993; Yancey, 1996). Because a learning portfolio is a collection of student work samples over time, it provides teachers with opportunities to understand the process of student learning. This is especially important in the current educational context where teachers are expected to teach all students, including English language learners, to develop high-level thinking and content knowledge aligned with Common Core State Standards. To support teachers to provide quality teaching that meets Common Core State Standards for diverse English language learners, we begin our article with 3 important reasons for using portfolio assessment. We then describe procedures for implementing portfolio assessment in individual classrooms. 相似文献
16.
Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face‐to‐face and online approaches to instruction (Garrison & Kanuka, 2004; Graham, 2006; Macdonald, 2008), is now proposed as one solution that addresses both student learning and higher education organisational needs. Successful blended learning, however, is more than a simple integration of information and communication technologies with face‐to‐face approaches. This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher‐centric or learner‐centric conceptions. Next, planning a learner‐centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students’ voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self‐determination. 相似文献
17.
Responsiveness to a Prospective Student E-Mail Inquiry by Community Colleges in the Nine Mega-States
David A. Shadinger 《Community College Journal of Research & Practice》2013,37(7):674-683
This quantitative study investigated e-mail responsiveness by community colleges in the nine mega-states to an inquiry from a prospective student. Noel-Levitz (2006b) reported that prospective students want to receive an e-mail with information about an institution prior to applying for admission. Specifically, high school juniors and seniors want to have a two-way conversation with an institutional representative during their college search (Noel-Levitz, 2006a, 2007a, 2007b, 2008). Research also indicates that community colleges are not as likely as four-year institutions to use web-based communication with prospective students (Noel-Levitz, 2008; Peakow, 2006). Half of the community colleges in this study replied to an e-mail inquiry from a prospective student within five business days, just over 30% of community colleges responded with individualized responses, and a number of institutions utilized automated software that did not address the prospective student's questions. Community colleges must acknowledge and respond to the wants and needs of their prospective students for two-way communication during the college search process. With the dramatic expansion of web-based communications options, community colleges that routinely ignore prospective student e-mail inquiries risk a negative backlash from a variety of directions. Numerous student complaints about an institution's lack of responsiveness could trigger any number of local- and state-level concerns impacting everything from simple image and reputation to questions about administrative priorities and the appropriateness of funding levels. 相似文献
18.
Nadine Dolby 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):629-640
In this essay, I discuss my experience as a member of my university’s Institutional Animal Care and Use Committee (IACUC). Using Blum’s (2016) model of experiential learning (or “learning in the wild”), I reflect on the connected processes of reading, thinking, seeing, hearing, smelling, talking, and listening that were the basis for my education about the use of animals for research on university campuses. In conclusion, I suggest that faculty members, staff members, and students have an obligation to understand, and work to change, the lives of the animals who exist among us. 相似文献
19.
Terrell L. Strayhorn 《Community College Journal of Research & Practice》2013,37(5):358-375
A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (1993) retention theory and Astin's (1993) input-environment-outcome (IEO) model, this study estimated the impact of academic and social integration on retention—controlling for an array of intervening variables—based on a sample of African American males who responded to the Community College Student Experiences Questionnaire. Findings suggest a statistical link between social integration and satisfaction in college; factors explained approximately 27% of the variance in the dependent variable. Implications for future policy and practice are highlighted. 相似文献
20.
Catherine Horn Zoë McCoy Lea Campbell Cheryl Brock 《Community College Journal of Research & Practice》2013,37(6):510-526
Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-year campuses across the country. 相似文献