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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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State-Funded International Voluntary Service in Developing Countries. A Case Study of the German Weltwärts program ...
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State-Funded International Voluntary Service in Developing Countries. A Case Study of the German Weltwärts program
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Engel, Ole. - : Wroclaw, 2012. : Uniwersytet Wroclawski, 2012. : pedocs-Dokumentenserver/DIPF, 2012
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In: Wroclaw 2012, III, 86 S. (2012)
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Transition to College: Nonacademic Factors that Influence Persistence for Underprepared Community College Students
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In: Educational Administration: Theses, Dissertations, and Student Research (2012)
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Abstract:
Community colleges provide access to higher education for a broad range of students. The majority require ‘remedial’ coursework in reading, writing and, especially, math. Most students who begin with this remedial coursework do not go on to earn a certificate or degree. Low levels of college graduation have high direct cost, adversely affect the U.S. economy and contribute to socioeconomic inequity. The literature review shows that both academic and nonacademic factors influence both completion of remedial coursework and completion of first year in college. It introduces research on a variety of strategies for increasing completion and persistence for underprepared students. The purpose of this ex post facto study was to identify nonacademic factors that may influence the ability of underprepared, community college students to transition into college-level work and the extent to which these factors could be used to predict persistence. Logistic regression was used to analyze the effect of gender, race/ethnicity, age, enrollment status (full- or part-time), receipt of financial aid, family status and purpose. Each factor was evaluated with the other six factors held constant. The dependent variable was the completion of 15 college-level credits. The population for this study was students in the Washington State system of 34 community colleges. Records for 15,177 students were considered. The findings reflected that at least one category in each of the seven variables had a statistically significant relationship with persistence at the .05 level. The best predictor of student success in transition was enrollment status (full- or part-time) followed by race/ethnicity, gender, receipt of financial aid and family status. The findings are significant because they direct further research into the factors and experiences that influence success, and point toward practices to address gaps. Advisor: Brent Cejda
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Keyword:
Academic Persistence; College Students; Community College; Developmental Studies Programs; Educational Administration and Supervision; Higher Education Administration; Remedial Instruction; Transition to College
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1114&context=cehsedaddiss
https://digitalcommons.unl.edu/cehsedaddiss/110
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Gutachten zur lerntheoretischen, lesedidaktischen und pädagogischen Qualität des Programms "IntraActPlus" ...
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Gutachten zur lerntheoretischen, lesedidaktischen und pädagogischen Qualität des Programms "IntraActPlus"
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In: Siegen 2009, 24 S. (2009)
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Freies Schreiben fördert die Rechtschreibentwicklung. Effekte einer Kurzförderung nach dem Spracherfahrungsansatz
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In: Hofmann, Bernhard [Hrsg.]; Sasse, Ada [Hrsg.]: Legasthenie. Lese-Rechtschreibstörungen oder Leseschreibschwierigkeiten? Theoretische Konzepte und praktische Erfahrungen mit Förderprogrammen. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2006, S. 150-163. - (DGLS-Beiträge; 5) (2006)
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Freies Schreiben fördert die Rechtschreibentwicklung. Effekte einer Kurzförderung nach dem Spracherfahrungsansatz ...
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An exploration of the information teachers use when discontinuing students from the reading recovery program
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The effectiveness of reading programs for the intermediate remedial student
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In: UNLV Retrospective Theses & Dissertations (2002)
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The role of phonological processing in a reading recovery intervention
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An explicit intervention package to improve decoding acquisition for first-grade students
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The Process Approach to Writing: Towards a Curriculum for International Students
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Using Writing Strategies and Visual Thinking Software To Enhance the Written
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In: http://files.eric.ed.gov/fulltext/ED463125.pdf
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