Assessing Developmental Education Policies     

Weissman  Julie  Silk  Elizabeth  Bulakowski  Carole 《Research in higher education》1997,38(2):187-200

This paper reviews the results of a research study designed to assess the effectiveness of the policies governing the developmental education program at a comprehensive community college. The major issues addressed in the study are required remediation of skill-deficient students, enrollment in college-level courses by skill-deficient students, and differing policies for skill-deficient students depending on the extent of deficiency. The results point to guidelines for designing or revising policies governing developmental education programs. A recently implemented student tracking system was used to conduct this comprehensive and in-depth analysis of student enrollment patterns, persistence, and performance.  相似文献   

IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY     

Ernest Pascarella  Louise Bohr  Amaury Nora  Sam Ranganathan  Mary Desler  Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.  相似文献