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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 2 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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| 5 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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Abstract:
The purpose of this non-experimental quantitative case study was to compare the academic success of community college students over three academic years (2016-17 through 2018-19) before the onset of COVID-19 based on final grades and the influence of student factors, class size, and faculty characteristics using archival data from selected online and on-ground classes at a Middle Tennessee community college. Student factors reviewed include gender, full-time or part-time status, and age (traditional or non-traditional status). Instructor characteristics reviewed included full-time or part-time (adjunct) teaching status and tenure or non-tenure status of faculty. Institutional data for this study consisted of 44,568 student records comprising 34,006 on-ground classes and 10,562 online classes. For the percentages provided, audit and incomplete or missing data were excluded. In this study, the mean grade point average (GPA) of all students with prior GPAs was 2.7. Unique student registrations totaled 13,400 students and unique instructors totaled 198. Eight research questions were answered from these data using Chi-square statistical tests. The final study showed a variety of results. When comparing student success for online and on-ground, online students were generally more likely to be successful, while on-ground students were generally more likely to be unsuccessful. In online courses, female students, part-time students, and non-traditional students were more likely to be successful. Class sizes fewer than 11 were generally more likely to produce successful students. Successful students were generally more likely to be taught by full-time faculty and tenured faculty.
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Keyword:
class size; Community College Education Administration; Community College Leadership; Educational Leadership; Educational Technology; Higher Education; Higher Education Administration; instructor characteristics; Online and Distance Education; online student success; student characteristics
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URL: https://dc.etsu.edu/cgi/viewcontent.cgi?article=5366&context=etd
https://dc.etsu.edu/etd/3865
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| 7 |
Retention Rates and Pre-Matriculation Variables of First-Time, Full-Time Students at Three, Small, Private, Liberal Arts Universities in Georgia
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In: Electronic Theses and Dissertations (2021)
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| 8 |
No Place Like Home: The Coming Out Experiences of Gay Men in Student Affairs and Higher Education Preparation Programs
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In: Georgia Journal of College Student Affairs (2021)
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| 9 |
We Gon' Be Alright: A Narrative Inquiry with Black Male Doctoral Students
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 10 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 11 |
Canadian Post-secondary Institutional Response to Students’ Off-campus Behaviour
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| 12 |
“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 13 |
Yātrā: A Phenomenology of Acculturation and Sojourner Experience of Indian International Students in the U.S.
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 14 |
“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging
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In: ETD collection for University of Nebraska - Lincoln (2021)
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| 15 |
Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 16 |
Honors in Practice, Volume 17 (2021)
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In: Honors in Practice -- Online Archive (2021)
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| 17 |
Connecting to Place: A City as Text™ Assignment Sequence
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In: Chapters from NCHC Monographs Series (2021)
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| 18 |
First-Generation College Student Network
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In: Honors in Practice -- Online Archive (2021)
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| 19 |
From “Filled” to “Fulfilled”: Tech-Minimal Experiences Bolster Core Honors Values
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In: Journal of the National Collegiate Honors Council --Online Archive (2021)
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| 20 |
Building Bridges Not Walls: An Exploratory Study of Student Involvement and African American Student Retention at Community Colleges
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In: Dissertations (2021)
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