Resources in Education PDF Download

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ISBN:
Category : Education
Languages : en
Pages : 804

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Author: Michael T. Dial
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072600
Category : Education
Languages : en
Pages : 237

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Book Description
Research suggests that as many as a quarter of all undergraduate students may find themselves on academic probation during their collegiate years. If students on probation choose to return to their institutions the semester following notification, they find themselves in a unique transitional period between poor academic performance and either dismissal or recovery. Effectively supporting students through this transition may help to decrease equity gaps in higher education. As recent literature implies, the same demographic factors that affect students’ retention and persistence rates (e.g., gender, race and ethnicity, age) also affect the rate at which students find themselves on academic probation. This book serves as a resource for practitioners and institutional leaders. The volume presents a variety of interventions and institutional strategies for supporting the developmental and emotional needs of students on probation in the first year and beyond. The chapters in this book are the result of years of dedication and passion for supporting students on probation by the individual chapter authors. While the chapters reflect a culmination of combined decades of personal experiences and education, collectively they amount to the beginning of a conversation long past due. Scholarship on the impact of academic recovery models on student success and persistence is limited. Historically, attention and resources have been directed toward establishing and strengthening the first-year experience, sophomore programs, and student-success efforts to prevent students from ending up on academic probation. However, a focus on preventative measures without a consideration of academic recovery program design considering the successes of these programs is futile. This volume should be of interest to academics and practitioners focused on creating or refining institutional policies and interventions for students on academic probation. The aim is to provide readers with the language, tools, and theoretical points of view to advocate for and to design, reform, and/or execute high-quality, integrated academic recovery programs on campus. Historically, students on probation have been an understudied and underserved population, and this volume serves as a call to action.

Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 1118234847
Category : Education
Languages : en
Pages : 513

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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 Weiss Roberts, M.D., M.A.
Publisher: American Psychiatric Pub
ISBN: 1615371141
Category : Medical
Languages : en
Pages : 540

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The chapter authors address life transitions and the university student experience, as well as the challenges of caring for university students with mental health issues. The book has positive strategies, including ways to foster mental health for distinct university student populations.

Author: Reba Neukom Page
Publisher: SUNY Press
ISBN: 9780791404690
Category : Education
Languages : en
Pages : 272

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Sharing methods and orientations of the interpretive paradigm, the contributors to this book sharpen our understanding of the school's differentiating function. They analyze issues and clarify persistent contradictions in traditional studies of curriculum differentiation and tracking by examining schools and classrooms and describing the processes and contexts in which curriculum differentiation produces both its intended and unintended effects. Curriculum Differentiation focuses on student's creation of meaning from differentiated classroom ecperiences. It studies lower-track students, analyzes the experiences of students in alternative programs, and contrasts the experiences of honor students in two different schools. It also offers teachers' perspectives, and analyzes curriculum differentiation from a district or system perspective. The authors challenge notions that curriculum differentiation is a neutral, necessary response to individual differences, or that it has an adverse impact on students. Professional educators interested in understanding and improving the means by which high schools carry out the nearly impossible mandate of equitably distributing "humanized" knowledge while accommodating diversity will find this book an important resource.

Author: C. Eugene Walker
Publisher: John Wiley & Sons
ISBN: 0471244066
Category : Psychology
Languages : en
Pages : 1203

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The increasing focus on children's welfare has given rise to tremendous growth in the field of child psychology, and the past decade has witnessed significant advances in research in this area.

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Category :
Languages : en
Pages : 37

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The official records of the proceedings of the Legislative Council of the Colony and Protectorate of Kenya, the House of Representatives of the Government of Kenya and the National Assembly of the Republic of Kenya.

Author: James William Kilgore
Publisher: The New Press
ISBN: 1620970678
Category : Law
Languages : en
Pages : 274

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"'Understanding Mass Incarceration' offers the first comprehensive overview of the incarceration apparatus put in place by the world's largest jailer: the United States"--

Author: Barron's Educational Series
Publisher: Barrons Educational Series
ISBN: 9780764123078
Category : Study Aids
Languages : en
Pages : 596

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Updated with latest facts, figures, and costs, this directory describes more than 180 ABA-approved law schools. Each profile includes admission requirements, tuition and fees, career placement services, and other pertinent details. A multi-page table lists each law school’s median LSAT scores made by incoming students plus a summary of admission requirements. This table will help prospective applicants predict their chances for admission. Profiles of selected non-ABA-approved law schools are also included.

Author: Margarita Calderón
Publisher: Solution Tree Press
ISBN: 1935543903
Category : Education
Languages : en
Pages : 240

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As more English learners enroll in school each year, teachers and administrators are concerned with the large gap in reading and academic standing between ELs and students performing at grade level. This book addresses the language, literacy, and content instructional needs of ELs and frames quality instruction within effective schooling structures and the implementation of RTI.