THE EFFECT OF ACADEMIC FACTORS ON TRANSFER STUDENT PERSISTENCE AND GRADUATION: A COMMUNITY COLLEGE TO LIBERAL ARTS COLLEGE CASE STUDY     

Brent D. Cejda  Kirsten L. Rewey  Alice J. Kaylor 《Community College Journal of Research & Practice》2013,37(7):675-686

Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.  相似文献   

Comparison of two Actigraph models for assessing free-living physical activity in Indian adolescents     

Kirsten Corder  S⊘ren Brage  Ambady Ramachandran  Chamukuttan Snehalatha  Nicholas Wareham  Ulf Ekelund 《Journal of sports sciences》2013,31(14):1607-1611

Abstract

This aim of this study was to compare the new Actigraph (GT1M) with the widely used Model 7164. Seven days of free-living physical activity were measured simultaneously using both the Model 7164 and GT1M in 30 Indian adolescents (mean age 15.8 years, s = 0.6). The GT1M was on average 9% lower per epoch than model 7164, thus a correction factor of 0.91 is suggested for comparison between the two monitors. The differences between monitors increased in magnitude with intensity of activity (P < 0.001) but remained randomly distributed (r = 0.01, P = 0.96). No significant difference was observed between monitors for time spent in moderate (P = 0.31) and vigorous (P = 0.34) physical activity when using the same epoch length. The Model 7164 classified less time as sedentary (P < 0.001) and more time as light-intensity activity (P < 0.001) than the GT1M. In conclusion, data from the GT1M can be compared with historical data using average counts per minute with a correction factor, and the two models might be comparable for assessing time spent in moderate to vigorous physical activity in children when using the same epoch length.  相似文献   

Coaching children in sport     

Kirsten Petrie 《Sport, Education and Society》2013,18(3):435-438

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The inclusion of learners with barriers to learning and development into ordinary school settings: a challenge for Uganda     

Kirsten Kristensen  Martin Omagor-Loican  Negris Onen 《British Journal of Special Education》2003,30(4):194-201

Colleagues in developing countries are required to meet a range of challenges when implementing educationally inclusive policies and practices. In this article, Kirsten Kristensen, clinical phychologist and senior consultant in special needs education and development; Martin Omagor-Loican, commissioner for special needs education, careers guidance and counselling; and Negris Onen, principal education officer in the Ministry of Education and Sports in Uganda, describe work focused on addressing the needs of all learners, including those who experience barriers to learning and development, in ordinary, mainstream school settings. The authors draw upon a study of current attitudes, perceptions and knowledge about trends towards inclusion in Uganda. The findings indicate progress in the introduction and implementation of inclusive policies; improved professional development opportunities for staff concerned with special education at all levels; and relatively positive attitudes towards inclusion. The study also raises concerns, however, about the ways in which the education system is structured and managed in a country where class sizes are enormous and resources are few. The authors make a number of key recommendations for developing mechanisms, structures and capacity in support of inclusion at all levels and report positive and encouraging recent developments.  相似文献   

Diversity,inclusion & respect: Embedding Indigenous priorities in public library services     

Kirsten Thorpe  Monica Galassi 《Public Library Quarterly》2018,37(2):180-194

ABSTRACT

This article discusses the importance of diversity and inclusion in the design of public library services. Drawing on a case study from the State Library of New South Wales in Australia, the article will outline the focused action of developing an Indigenous Services Business Plan. The Plan promotes inclusion and diversity across the organization to progress Indigenous priorities as core business of the Library. By sharing information on the research and engagement process undertaken, the authors hope to provide a framework that could be utilized by other public libraries to build the inclusion of disadvantaged and diverse communities into the design of library services.  相似文献   

GoPro as an ethnographic tool: A wayfinding study in an academic library     

Kirsten M. Kinsley  Dan Schoonover  Jasmine Spitler 《Journal Of Access Services》2016,13(1):7-23

In this study, researchers sought to capture students’ authentic experience of finding books in the main library using a GoPro camera and the think-aloud protocol. The GoPro provided a first-person perspective and was an effective ethnographic tool for observing a student's individual experience, while also demonstrating what tools they use to find items. Using the think-aloud protocol, observers could hear students express their internal decisions, thoughts, and feelings about the process. Results confirmed trouble spots in the building and that directories are not typically used and need updating. GoPro footage revealed that there are certain qualities of the help-desk experience that can make a search more or less successful. No major sex differences were found in preference of wayfinding tools and behaviors, except that males appear to have used directories marginally more than females. In a debriefing survey, students still affirmed human help and online maps as the most useful wayfinding tools and advocated for better signage. Mapping of behaviors by floor also validated GoPro observations. At low cost to the library, the GoPro/think-aloud combination along with survey and mapping methodologies affirmed trouble spots in the building and provided suggestions for wayfinding improvements to library administration.  相似文献   

Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance     

Kirsten Zimbardi  Kay Colthorpe  Andrew Dekker  Craig Engstrom  Andrea Bugarcic  Peter Worthy 《Assessment & Evaluation in Higher Education》2017,42(4):625-644

Feedback is known to have a large influence on student learning gains, and the emergence of online tools has greatly enhanced the opportunity for delivering timely, expressive, digital feedback and for investigating its learning impacts. However, to date there have been no large quantitative investigations of the feedback provided by large teams of markers, feedback use by large cohorts of students, nor its impact on students’ academic performance across successive assessment tasks. We have developed an innovative online system to collect large-scale data on digital feedback provision and use. Our markers (n = 38) used both audio and typed feedback modalities extensively, providing 388 ± 4 and 1126 ± 37 words per report for first- and second-year students, respectively. Furthermore, 92% of first year and 85% of second-year students accessed their feedback, with 58% accessing their feedback for over an hour. Lastly, the amount of time students spent interacting with feedback is significantly related to the rate of improvement in subsequent assessment tasks. This study challenges assertions that many students do not collect, or use, their feedback. More importantly, we offer novel insights into the relationships between feedback provision, feedback use and successful academic outcomes.  相似文献   

What Do We Know About Crime and Place Research in the Classroom? An Exploratory Study     

Lincoln B. Sloas  Kirsten L. Witherup 《Journal of Criminal Justice Education》2018,29(2):161-177

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Who Succeeds at University? Factors predicting academic performance in first year Australian university students     

Kirsten McKenzie  Robert Schweitzer 《高等教育研究与发展》2001,20(1):21-33

With the increasing diversity of students attending university, there is a growing interest in the factors predicting academic performance. This study is a prospective investigation of the academic, psychosocial, cognitive, and demographic predictors of academic performance of first year Australian university students. Questionnaires were distributed to 197 first year students 4 to 8 weeks prior to the end of semester exams and overall grade point averages were collected at semester completion. Previous academic performance was identified as the most significant predictor of university performance. Integration into university, self efficacy, and employment responsibilities were also predictive of university grades. Identifying the factors that influence academic performance can improve the targeting of interventions and support services for students at risk of academic problems.  相似文献   

From principle to practice: community consultation regarding access to Indigenous language material in archival records at the State Library of New South Wales     

Sophie Nicholls  Lauren Booker  Kirsten Thorpe  Melissa Jackson  Clement Girault  Ronald Briggs 《档案与原稿》2016,44(3):110-123

In the context of Indigenous languages, archival science in Australia continues to move from a theoretical framework of considering record subjects as third parties to a ‘participants model’. In a participants model framework record subjects are considered co-creators and custodians of the intellectual property of the record. However, the shift from theory to practice is still an under-described challenge currently facing archival professionals. This article reports on an experience of applying guidelines developed by First Languages Australia (FLA) and National and State Libraries of Australasia (NSLA) aimed at enhancing the rights of Indigenous Australians over records that contain Indigenous language material. A team of researchers from the State Library of New South Wales (SLNSW) Indigenous Services branch and Western Sydney University engaged with four Indigenous language groups to evaluate records containing Indigenous language material held at the SLNSW. On viewing the archival records of Indigenous language material members of community groups expressed a diversity of opinions and suggestions. This feedback was grouped by the authors into the following themes: painful remembrance of the provenance of the archival record, evaluations of the value of the documents, custodianship and use of the language material, and access to the SLNSW records. The authors found that participants in the study substantially shaped the process of implementing the protocols.  相似文献