Effectiveness of the Student Success Course on Persistence,Retention, Academic Achievement,and Student Engagement     

Kris Kimbark  Michelle L. Peters  Tim Richardson 《Community College Journal of Research & Practice》2013,37(2):124-138

ABSTRACT

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 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

Modeling Ability Differentiation in the Second-Order Factor Model     

Dylan Molenaar  Conor V. Dolan  Han L.J. van der Maas 《Structural equation modeling》2013,20(4):578-594

In this article we present factor models to test for ability differentiation. Ability differentiation predicts that the size of IQ subtest correlations decreases as a function of the general intelligence factor. In the Schmid–Leiman decomposition of the second-order factor model, we model differentiation by introducing heteroscedastic residuals, nonlinear factor loadings, and a skew-normal second-order factor distribution. Using marginal maximum likelihood, we fit this model to Spanish standardization data of the Wechsler Adult Intelligence Scale (3rd ed.) to test the differentiation hypothesis.  相似文献   

Affective responses to supervised 10-week programs of resistance exercise in older adults     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Paul M. Juris  Neil D. Clarke 《运动与健康科学(英文)》2020,9(6):604-613

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Response-independent habituation of the orienting response in the preweanling rat     

Rick Richardson  Harlene Hayne  Byron A. Campbell 《Learning & behavior》1992,20(1):17-24

The effect of pattern of stimulus presentation on habituation of the cardiac component of the orienting response to an auditory stimulus was investigated in four experiments. The duration of stimulus presentation was held constant, but some animals were given six 10-sec stimulus presentations and others were given a single 60-sec stimulus. During the first 10 sec of the auditory stimulus, heart rate (HR) decreased approximately 40 beats per minute (bpm) in both groups, but during subsequent 10-sec epochs, the changes in HR were markedly different in the two groups. For those animals given a single 60-sec stimulus, the cardiac orienting response did not habituate; that is, HR either continued to decrease or remained approximately 40 bpm below baseline. In contrast, those animals given six 10-sec stimulus presentations showed smaller decreases in HR with each successive stimulus presentation, and after approximately four presentations, no detectable change in HR was observed. Despite these dramatic differences in habituation of the cardiac component of the orienting response, neither group oriented to the auditory stimulus when it was presented again following a short retention interval. Moreover, with increasing retention intervals, both groups showed the same forgetting function (reappearance of the orienting response). The implications of these findings for theories of the orienting response as well as theories of habituation are discussed.  相似文献   

The impact of computer-mediated interaction on distance learning     

Stephen J. Godwin  Mary S. Thorpe  John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):52-70

Distance‐learning courses were classified with regard to their use of computer‐mediated interaction and the degree to which such interaction was integrated into the curriculum and the assessment regime. This produced four groups of courses varying according to their use of interaction and integration. The impact of interaction and integration was investigated in terms of their effects on students' performance, their perceptions of academic quality and their approaches to studying. In all three respects, variations within the groups of courses proved to be more important than variations between the groups. Interpretation of these results suggests that the adoption of interactive environments within computer‐mediated learning may not be enough in itself to lead to positive learning outcomes. We found no evidence for this assumption in terms of students' completion rates, pass rates, grades, perceptions of the quality of their courses or approaches to studying. Large variations in the measured indicators were found between courses, and these appeared to be largely independent of the effects of interaction and integration. Courses may differ markedly with regard to how they make use of computer‐mediated interaction and how this is integrated into the curriculum and the assessment regime. A case study approach is suggested as being more likely to identify the impact of specific designs based on computer‐mediated interaction and to bring together the diverse student responses arising from the use of such interaction in their studies.  相似文献   

The representation and attainment of students with dyslexia in UK higher education   总被引：1，自引：0，他引：1  

Richardson  John T.E.  Wydell  Taeko N. 《Reading and writing》2003,16(5):475-503

Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution.  相似文献   

An Illusion of Self-Sufficiency for Learning About Artifacts in Scaffolded Learners,But Not Observers     

Emory Richardson  Mark Sheskin  Frank C. Keil 《Child development》2021,92(4):1523-1538

Two studies ask whether scaffolded children (n = 243, 5–6 years and 9–10 years) recognize that assistance is needed to learn to use complex artifacts. In Study 1, children were asked to learn to use a toy pantograph. While children recognized the need for assistance for indirect knowledge, 70% of scaffolded children claimed that they would have learned to use the artifact without assistance, even though 0% of children actually succeeded without assistance. In Study 2, this illusion of self-sufficiency was significantly attenuated when observing another learner being scaffolded. Learners may fail to appreciate artifacts’ opacity because self-directed exploration can be partially informative, such that learning to use artifacts is typically scaffolded instead of taught explicitly.  相似文献   

Approaches to studying and perceptions of academic quality in a short web-based course   总被引：1，自引：0，他引：1  

John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):433-442

Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying.  相似文献   

Approaches to studying and perceptions of academic quality in distance education   总被引：1，自引：0，他引：1  

Clive J. Lawless  John T.E. Richardson 《Higher Education》2002,44(2):257-282

The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.  相似文献   

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition     

Joyce E. King  Thais M. Council  Janice B. Fournillier  Valora Richardson  Chike Akua  Natasha McClendon 《International journal of qualitative studies in education》2019,32(2):188-209

Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.  相似文献