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Author: Ben Littlepage Publisher: ISBN: Category : Languages : en Pages :
Book Description
The study examined whether 181 academically underprepared, first-time freshmen were found to increase persistence and academic achievement due to the early intervention of a career exploration assessment. Persistence was defined as continuous, active enrollment from Fall 2010 to Fall 2011. Academic achievement was defined as grade point average. The study site was a rural community college located in northwest Tennessee where household poverty was high, educational attainment was low and 70 percent of first-time freshmen had a remedial education need in 2010. Pre-existing characteristics and the level of academic preparedness for each participant were collected. Participants were purposefully sampled by using a college transitions course required of students who test into one or more remedial subject areas. Nine independent variables were collected: gender, race, parent’s education level, enrollment status, age, Holland personality types and the number of prescribed developmental studies courses in mathematics, reading and writing. The sample largely consisted of participants who were enrolled full time and between the ages of 18 and 24. Six hypotheses were proposed. Data were analyzed using one sample t-tests, multiple linear regression, binary logistical regression, eta coefficient, and two-way chi square. Statistically significant increases in persistence and academic achievement were found in the sample when compared to the population of academically underprepared, first-time freshmen from Fall 2009. Gender, race, primary personality type and the number of prescribed developmental studies reading courses were statistically significant variables in predicting persistence. Female Caucasians with a Social primary personality type and no prescribed developmental studies reading courses were most likely to persist from Fall 2010 to Fall 2011. Age, enrollment status, race, gender, and the number of prescribed developmental studies reading courses were statistically significant variables in predicting academic achievement (grade point average). Traditional aged, full-time enrolled, Caucasian, female participants with no prescribed developmental studies reading courses were most likely to demonstrate academic achievement from Fall 2010 to Fall 2011. A statistically significant relationship between Holland personality types and academic achievement was not found. Persisters and non-persisters were not related in a comparison of Holland personality types. Recommendations to increase student exposure to career exploration and for future research were made. .
Author: Ben Littlepage Publisher: ISBN: Category : Languages : en Pages :
Book Description
The study examined whether 181 academically underprepared, first-time freshmen were found to increase persistence and academic achievement due to the early intervention of a career exploration assessment. Persistence was defined as continuous, active enrollment from Fall 2010 to Fall 2011. Academic achievement was defined as grade point average. The study site was a rural community college located in northwest Tennessee where household poverty was high, educational attainment was low and 70 percent of first-time freshmen had a remedial education need in 2010. Pre-existing characteristics and the level of academic preparedness for each participant were collected. Participants were purposefully sampled by using a college transitions course required of students who test into one or more remedial subject areas. Nine independent variables were collected: gender, race, parent’s education level, enrollment status, age, Holland personality types and the number of prescribed developmental studies courses in mathematics, reading and writing. The sample largely consisted of participants who were enrolled full time and between the ages of 18 and 24. Six hypotheses were proposed. Data were analyzed using one sample t-tests, multiple linear regression, binary logistical regression, eta coefficient, and two-way chi square. Statistically significant increases in persistence and academic achievement were found in the sample when compared to the population of academically underprepared, first-time freshmen from Fall 2009. Gender, race, primary personality type and the number of prescribed developmental studies reading courses were statistically significant variables in predicting persistence. Female Caucasians with a Social primary personality type and no prescribed developmental studies reading courses were most likely to persist from Fall 2010 to Fall 2011. Age, enrollment status, race, gender, and the number of prescribed developmental studies reading courses were statistically significant variables in predicting academic achievement (grade point average). Traditional aged, full-time enrolled, Caucasian, female participants with no prescribed developmental studies reading courses were most likely to demonstrate academic achievement from Fall 2010 to Fall 2011. A statistically significant relationship between Holland personality types and academic achievement was not found. Persisters and non-persisters were not related in a comparison of Holland personality types. Recommendations to increase student exposure to career exploration and for future research were made. .
Author: Georgianna L. Martin Publisher: John Wiley & Sons ISBN: 1118979567 Category : Education Languages : en Pages : 112
Book Description
As student affairs units face increasing pressure to use data and evidence to inform planning and decisions, the research related to higher education has become more complex and, in some cases, less accessible. This issue aims to bridge this gap by drawing implications for student affairs programs and practices from the results of the Wabash National Study of Liberal Arts Education, an investigation that followed thousands of college students at more than 50 colleges and universities. The authors identify research-based ways that student affairs practitioners can facilitate educational outcomes, including critical thinking, moral reasoning, and intercultural competence, while being sensitive to the needs of specific populations of students. This is the 147th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Author: Heather N. Maietta Publisher: Stylus Publishing, LLC ISBN: 1942072678 Category : Education Languages : en Pages : 331
Book Description
Transfer students face a unique set of challenges when trying to get acclimated to their new environment. In the current transfer literature, there is an absence of career development in all its forms including career resources, career advising, career coaching/counseling, professional readiness, and job search strategizing. Ensuring Success for Students Who Transfer: The Importance of Career and Professional Development works to fill this void. This publication presents anecdotal and data-driven evidence of career development and professional readiness being infused at various universities to offset the imperceptible career voice in current transfer literature.
Author: Wesley R. Habley Publisher: John Wiley & Sons ISBN: 0470888431 Category : Education Languages : en Pages : 513
Book Description
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: Laura W. Perna Publisher: Routledge ISBN: 113510669X Category : Education Languages : en Pages : 253
Book Description
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Vaine Caldwell, PhD Publisher: Xlibris Corporation ISBN: 145682015X Category : Reference Languages : en Pages : 123
Book Description
"The information presented takes a look at what some military observers see as an emerging issue that the United States Army Reserve will have to address more thoroughly."
Author: Goldie Blumenstyk Publisher: Oxford University Press, USA ISBN: 0199374082 Category : Education Languages : en Pages : 217
Book Description
Disinvestment by states has driven up tuition prices, and student debt has reached an all-time high. Americans are questioning the worth of a college education, even as studies show how important it is to economic and social mobility
Author: Ben Littlepage
Author: Ben Littlepage
Author: 
Author: Georgianna L. Martin
Author: Heather N. Maietta
Author: Wesley R. Habley
Author: Laura W. Perna
Author: National Research Council
Author: 
Author: Vaine Caldwell, PhD
Author: Goldie Blumenstyk