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Postsecondary developmental education and its impact on student learning and academic success

机译:高等教育发展教育及其对学生学习和学业成功的影响

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ABSTRACTPOSTSECONDARY DEVELOPMENTAL EDUCATION AND ITS IMPACT ON STUDENT LEARNING AND ACADEMIC SUCCESSbyKIM NOREEN LUTZMarch 2012Advisor:Dr. Gerald OglanMajor: Curriculum and InstructionDegree:Doctor of EducationThis study explores the affective characteristics of students taking developmental education courses at the postsecondary level. It is widely acknowledged in research that affective issues still remain at the forefront of impeding the success of developmental education students. This is one step in examining the types of interventions which may aid in the academic success of students. This study focuses on an ethnographic approach as it relates to learning and the academic success of developmental education students. Through an interview process, the study encourages students to explore and reflect upon their college experience, their experiences as a college student, specific course experiences, and the developmental education experience. Along with studying the potential academic conflicts a student may encounter, both personal and institutional conflicts will be examines. In addition, this study may contribute to the research on how a college can best support developmental students, both in and outside of the classroom.In this study, a qualitative design methodology is utilized through an ethnographic approach which is supported by a case study format. Data collection in the natural setting is used to develop a narrative of the experiences of three developmental education students over a period of one quarter. Data sets include transcribed interviews, field notes from classroom observation, reflective journal entries of each participant, and transcribed member checking. Data collection authentically documents and represents each participantu27s experiences while taking developmental education courses. Constant comparative analysis of the data identifies meaning and patterns across categories.This study focuses on the participantsu27 reflections of their own college experiences, being a college student, specific course experiences, and developmental education experiences. Key findings emerged that support current research in how affective characteristics impact the academic success of a student, setting academic goals and focusing on the future helps to move a student forward to meeting those goals, support from the developmental education program can aid in student academic success, success in developmental courses can help a student succeed in other courses. Significant and worthwhile personal changes occur with implication for all areas in student learning and academic success.
机译:中学后中学发展教育及其对学生学习和学业成就的影响作者:金·诺里恩·鲁兹(KIM NOREEN LUTZ)2012年3月顾问:杰拉尔德·奥格兰博士(Dr. Gerald Oglan)专业:课程和教学程度:教育学博士本研究探讨了在中学阶段接受发展教育课程的学生的情感特征。在研究中已广为接受,情感问题仍然处于阻碍发展型教育学生成功的最前沿。这是检查可能有助于学生学习成功的干预类型的第一步。这项研究侧重于人种学方法,因为它与发展教育学生的学习和学术成就有关。通过访谈过程,该研究鼓励学生探索和反思他们的大学经历,作为大学生的经历,特定的课程经历以及发展性教育经历。除了研究学生可能遇到的潜在学术冲突之外,还将研究个人和机构冲突。此外,本研究还可能有助于研究大学如何在课堂内外为发展中的学生提供最佳支持。在本研究中,通过人种学方法利用定性设计方法,并以案例研究形式提供支持。自然环境中的数据收集用于发展四分之三的三个发展教育学生的经历的叙述。数据集包括转录访谈,课堂观察的现场笔记,每个参与者的反思日记条目以及转录成员检查。数据收集真实记录并代表每个参与者在参加发展教育课程时的经历。通过对数据进行持续的比较分析,可以确定各个类别的含义和模式。本研究着重于参与者对自己大学经历,作为大学生,特定课程经历和发展教育经历的反思。出现的主要发现支持当前的研究,这些研究涉及情感特征如何影响学生的学业成就,设定学术目标并关注未来,这有助于使学生朝着实现这些目标前进,发展教育计划的支持可以帮助学生取得学术成就。 ,在发展性课程中取得成功可以帮助学生在其他课程中取得成功。重大而有价值的个人变革发生在学生学习和学术成就的各个领域。

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    Lutz Kim Noreen;

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