Academic literature on the topic 'Academic achievement College dropouts Universities and colleges Education'
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Journal articles on the topic "Academic achievement College dropouts Universities and colleges Education"
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Alturki, Sarah, Nazik Alturki, and Heiner Stuckenschmidt. "Using Educational Data Mining to Predict Students’ Academic Performance for Applying Early Interventions." Journal of Information Technology Education: Innovations in Practice 20 (2021): 121–37. http://dx.doi.org/10.28945/4835.
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Aim/Purpose: One of the main objectives of higher education institutions is to provide a high-quality education to their students and reduce dropout rates. This can be achieved by predicting students’ academic achievement early using Educational Data Mining (EDM). This study aims to predict students’ final grades and identify honorary students at an early stage. Background: EDM research has emerged as an exciting research area, which can unfold valuable knowledge from educational databases for many purposes, such as identifying the dropouts and students who need special attention and discovering honorary students for allocating scholarships. Methodology: In this work, we have collected 300 undergraduate students’ records from three departments of a Computer and Information Science College at a university located in Saudi Arabia. We compared the performance of six data mining methods in predicting academic achievement. Those methods are C4.5, Simple CART, LADTree, Naïve Bayes, Bayes Net with ADTree, and Random Forest. Contribution: We tested the significance of correlation attribute predictors using four different methods. We found 9 out of 18 proposed features with a significant correlation for predicting students’ academic achievement after their 4th semester. Those features are student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses, i.e., database fundamentals, programming language (1), and computer network fundamentals. Findings: The empirical results show the following: (i) the main features that can predict students’ academic achievement are the student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses; (ii) Naïve Bayes classifier performed better than Tree-based Models in predicting students’ academic achievement in general, however, Random Forest outperformed Naïve Bayes in predicting honorary students; (iii) English language skills do not play an essential role in students’ success at the college of Computer and Information Sciences; and (iv) studying an orientation year does not contribute to students’ success. Recommendations for Practitioners: We would recommend instructors to consider using EDM in predicting students’ academic achievement and benefit from that in customizing students’ learning experience based on their different needs. Recommendation for Researchers: We would highly endorse that researchers apply more EDM studies across various universities and compare between them. For example, future research could investigate the effects of offering tutoring sessions for students who fail core courses in their first semesters, examine the role of language skills in social science programs, and examine the role of the orientation year in other programs. Impact on Society: The prediction of academic performance can help both teachers and students in many ways. It also enables the early discovery of honorary students. Thus, well-deserved opportunities can be offered; for example, scholarships, internships, and workshops. It can also help identify students who require special attention to take an appropriate intervention at the earliest stage possible. Moreover, instructors can be aware of each student’s capability and customize the teaching tasks based on students’ needs. Future Research: For future work, the experiment can be repeated with a larger dataset. It could also be extended with more distinctive attributes to reach more accurate results that are useful for improving the students’ learning outcomes. Moreover, experiments could be done using other data mining algorithms to get a broader approach and more valuable and accurate outputs.
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Routon, P. Wesley, and Jay K. Walker. "A Smart Break? College Tenure Interruption and Graduating Student Outcomes." Education Finance and Policy 10, no. 2 (April 2015): 244–76. http://dx.doi.org/10.1162/edfp_a_00160.
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Using data from a longitudinal survey of college students from over 400 institutions, we examine the impacts of occupational internship programs and voluntary academic leave on returning academic achievement, post-college ambitions, and general facets of the college experience. Previous literature on college internships has focused on labor market effects and the literature on academic leave has emphasized its causes. Much less has been done to analyze effects of these occurrences on collegiate outcomes. College internships are found to have a positive effect on grades, increase desires to work full-time or attend graduate school immediately following graduation, and slightly increase ambitions to have administrative responsibilities and be financially well off. Voluntary academic leave is found to have only negative effects on collegiate outcomes, including study habits and academic achievement upon return. Implied policy implications are that colleges and universities should champion internship programs but discourage college tenure interruption for other reasons.
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Hamilton, Cory, and Raul A. Leon. "Research Studies in Higher Education: Educating Multicultural College Students." Journal of International Students 5, no. 2 (April 1, 2015): 206–7. http://dx.doi.org/10.32674/jis.v5i2.437.
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Research Studies in Higher Education: Educating Multicultural College Students is a collection of nine studies that examine the experiences of underrepresented students enrolled in colleges and universities across the US. Presenting both quantitative and qualitative findings, this book enhances our understanding of current topics such as equity, access, achievement, and retention, focusing on the experiences of students. For international students and scholars, this book offers an insight into significant hurdles faced by many multicultural and non-traditional students and recommendations presented to improve college retention and academic success. This book examines the effectiveness of programs and policies intended to assist students of color, first generation college students, low-income students, undecided students, and non-traditional students.
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Weis, Robert, Lauryn Sykes, and Devanshi Unadkat. "Qualitative Differences in Learning Disabilities Across Postsecondary Institutions." Journal of Learning Disabilities 45, no. 6 (March 18, 2011): 491–502. http://dx.doi.org/10.1177/0022219411400747.
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Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students’ postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective criteria based on significant ability–achievement discrepancies, and most 2-year public college students met objective criteria based on normative deficits in achievement and cognitive processing. Students who met objective criteria also differed significantly in degree of academic impairment. The authors’ findings indicate qualitative differences in SLD across postsecondary settings and have implications for the identification and mitigation of SLD in college students.
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Green, Joseph M., and Koren A. Bedeau. "Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs." Higher Education Studies 10, no. 4 (November 26, 2020): 131. http://dx.doi.org/10.5539/hes.v10n4p131.
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The aim of this study is to examine and explore factors that impact the successful growth of student diversity at colleges and universities in the United States of America. Special emphasis is placed on America’s five decade struggle since the 1970s to increase college access and success for underserved youth. The paper reviews select federal policies and collaborative efforts by higher education institutions to diversify the population of college students, toward realizing the potential of untapped talent. In addition, the authors review and examine statistics and trends in graduation rates for undergraduate students from First-Generation (FG), Underrepresented Minority (URM) and/or Low-Income (LI) backgrounds, and highlight programs at Predominantly White Institutions (PWI) that have demonstrated improvements in graduating URM undergraduate students. Likewise, the study describes initiatives that have attempted to address the graduation gap in higher education. Readers will have an opportunity to learn about the premier national program promoting diversity and academic achievement. The study closes with a discussion and evidence for continued national interest and attention to building successful academic enrichment, support, and achievement programs for students from diverse backgrounds.
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Mohammed Jaber, Abubaker Osman. "Professional Development of College Members in Sudanese Universities (University of Bahri as a Model)." Research Journal of Education, no. 71 (January 12, 2021): 11–22. http://dx.doi.org/10.32861/rje.71.11.22.
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This study aims to shed light on the professional development of the teaching staff members in the Sudanese universities, and the experience of the University of Bahri as a model which is renewable and in line with the spirit and requirements of the modern age as well as the quality of its teaching staff. The Researcher applied the analytical descriptive method and defined the study tool in accordance with the objectives, questions, and methodology of the study, where the researcher chose the closed open questionnaire to collect information from the teaching staff members in the University of Bahri who studied the professional diploma amounting to (60). The diploma was provided by the College of Education in the framework of the professional development of the university’s teaching staff members. The most important findings of the study were that: most of the students after the completion of the professional diploma study are able to practice teaching skills with high professionalism, integrate technology in higher education, apply the scientific principles in designing and developing University curricula, use of modern teaching strategies in teaching undergraduate courses. In the light of these findings, the researcher presented important recommendations and complementary to this aspect, such as the follow-up of the teaching staff performance of those who had completed the professional diploma after returning to their colleges and the impact of that on student academic achievement.
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Gasman, Marybeth, Dorsey Spencer, and Cecilia Orphan. "“Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965." History of Education Quarterly 55, no. 3 (August 2015): 346–79. http://dx.doi.org/10.1111/hoeq.12125.
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HBCUs traditionally build bridges, not fences, for their neighbors.–Barbara S. FrankleIn its truest sense, higher education is aimed at fostering academic achievement and educating students for good and productive citizenship. With this purpose in mind, over the past few decades there has been a proliferation of research on civic engagement. Although substantial in size and reach, the civic engagement literature is limited in terms of depth and scope. Many scholars working in this area have sought to define civic engagement as well as service learning; service learning is believed to lead to greater civic engagement and to increase educational attainment by some scholars and practitioners. Of note, this scholarship aims to defend civic engagement by providing a philosophical justification for it, reclaiming the historic civic purpose of higher education, or providing an assessment of student outcomes, including participation in protest, voting knowledge and behavior, and the impact of service learning. The civic engagement literature also demonstrates the level of engagement among undergraduate students and provides in-depth case studies of college and university initiatives to engage local communities throughout the nation. Scholars of civic engagement have focused on many different types of majority institutions, including small private colleges, state universities, land grant institutions, and private research universities. Most of these studies draw on how the unique histories of these various sectors of higher education position them for civic engagement work as well as the institutional efforts to engage local communities.
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Koikov, Vitaliy. "Study of the Institutional Environment of Higher Medical and Medical Colleges Based on a Survey of Students, Teachers and Administrative and Management Personnel." Journal of Health Development 2, no. 37 (2020): 4–19. http://dx.doi.org/10.32921/2225-9929-2020-2-37-4-19.
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Abstract The purpose of this study was to study the institutional environment of higher medical and medical colleges (HMC and MC), including such components as «The quality of the educational process»; «Administration of the educational process and safety culture»; «The quality of the scientific process»; «The quality of the clinical process»; «Anti-corruption culture and anti-corruption». Methods.The research was carried out on the basis of a survey of students, teachers and administrative and management personnel (AMP). In total, respondents from 73 HMC and MC took part in the survey, including 13 110 students, 825 teachers and 199 representatives of AMP. Results. An analysis of the qualitative characteristics of the persons who were accepted in the survey indicates a lack of nursing education and an insufficient level of academic achievement (confirmed by a scientific / academic degree) in the majority of AMP and teachers of the HMC and MC. At the same time, teachers with little pedagogical experience and AMP with no / short duration of pedagogical experience tend to overestimate all the studied questions. Analysis of the administration of the educational process and safety culture indicates that teachers and AMP give a much higher assessment of ensuring the rights of students and the level of friendliness of relations with students than the students themselves, which, in fact, indicates insufficient contact between teachers and AMP with students in terms of assessing their needs and requirements; The analysis of the quality of the scientific process indicates that the least accessible for the research work of students are the presence of electives in scientific areas, work in the laboratory, the opportunity to travel to scientific conferences in the Republic of Kazakhstan, to near and far abroad. All categories of respondents require building competence in working with scientific knowledge bases Scopus, Web of Science Nursing Reference Center Plus, CINAHL (EBSCO). An analysis of the quality of the clinical process indicates that, on average, only 2/3 of the respondents, students and teachers note satisfaction with the equipment of clinical sites, the provision of the necessary premises and resources from the clinical sites, access to medical equipment at clinical sites, and access to patients. AMP tends to give a higher assessment of the quality of the clinical process. An analysis of the level of anti-corruption culture indicates that the greatest risk of situations in which elements of corruption in college are most common occurs when entering college, when passing midterm exams (ratings), when passing final exams and tests. As the main reasons for corruption in college, the majority of respondents indicate the low level of teacher salaries, low interest in studying among students. The teaching staff and the AMP give a much higher assessment of satisfaction with the level of response of the college administration to complaints regarding the facts of corruption and unethical attitude than the students themselves. Сonclusions. The results of the study indicate the need to strengthen the selection of personnel for the AMP positions in colleges with the introduction of a mandatory requirement for the presence of at least 5 years of teaching experience, the presence of an academic degree. According to the experience of leading foreign universities and colleges, it is necessary to encourage the practice of combining teaching positions and positions of administrative and managerial personnel. It is necessary to introduce mandatory certification of college teachers, as well as mandatory certification of AMP, every 3-5 years according to clear KPI criteria that assess their work. The discrepancy in the assessments of certain categories of respondents indicates the need for regular feedback from students, conducting questionnaires by teaching staff, AMP and other categories of employees in order to study the institutional environment of MC and HMC and prompt response to problems voiced by students and employees. Keywords: medical college, medical education, Kazakhstan.
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Muflihin, Muh Hizbul. "Model Approach to Development Human Resources in Higher Education." International Conference of Moslem Society 1 (March 25, 2019): 112–23. http://dx.doi.org/10.24090/icms.2016.1831.
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Human Resource management is necessary for higher education institutions, because it is seen to enhance the achievement of the objectives of institutional effectiveness. To reach this objective, the study of human resources management by an educational institution to be very important, because it will be able to show how educational institutions should acquire, develop, use, evaluate, and maintain employee quantitatively and qualitatively. Development of human resources is sensed as to the personal empowerment of employees. Empowerment is done with the intention that potential, abilities and basic skills possessed by employees can be enhanced or may be used as an effort to shore up the smooth implementation of activities. In the concept of human resource development are two sides of profits, personal first employees to be more professional, well-trained and able to act decisively and quickly. On the organizational side of human resource development brings the advantage of implementation of the well, as supported by HR that has been professionally trained, and can reduce costs for training and further education. From a number of management functions are initiated by management experts, the main component of management are considered capable of facing future challenges universities as academic institutions include "planning, resource management, and assessment of results" These three major components will proceed in determining the shape of each cycle which one another at every stage of management. With the assessment of the results, will be able to describe the performance of college management. Performance evaluation then became the basis for planning the next stage of management, therefore, the planning process is dynamic (dynamic planning) and not static. Planning compiled based on performance evaluation to be a reference in designing the resource management within a few years. Overall management process should be conducted in a professional, effective and efficient in order to create good governance colleges. In the PP. No. 66 of 2010 stated that the management of the education unit is based on the following principles: Nonprofit, Accountability, Guarantor of quality, transparency and equitable access. While the model of development of human resources management approach is: a model of clerical, legal, financial, managerial and humanistic models. Human Resouce Development practices, employee performance results will look better and increase if the principles of human resource management universities applied in practice management and delivery of higher education. As the cornerstone of the general implementation of human resource development of quality higher education is to use humanistic approach. Because the use of humanistic approach, will be able to balance the provision of education between clerical and financial concepts.
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Ward, Doriel D., Orsolya Garrison, Chamia Gary, Memory Bacon, and Tim Sobotka. "2468 CTSI 500 Stars Initiative (CTSI of SE-Wisconsin)." Journal of Clinical and Translational Science 2, S1 (June 2018): 53. http://dx.doi.org/10.1017/cts.2018.201.
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OBJECTIVES/SPECIFIC AIMS: Our Goal is to enroll 500 students over 10 years into the CTSI 500 Stars Initiative. Student family members and community members are essential to career achievement and success; as such, the program also engages student families, along with key community members, as part of an Advisory Group, throughout the entire student experience. Besides programmatic and planning activities, students, family, and community members participate in our CTSI Community Engagement Science Café monthly series, where students may also present on a number of research and health-related topics of interest. The Advisory Group meets every 3–4 months in ensuring continuous engagement and overall program success. METHODS/STUDY POPULATION: Our Initiative takes both direct and supportive roles in offering 2 educational and training pathways; namely, our Summer Internship Program (6–8 wk duration) and our Students Modeling a Research Topic (SMART) Year-round Education Program (usually offered in Fall and Spring academic semesters) for high school students only. In the SMART Teams program, we work with regional public and private school districts to train science teachers, and assist them in developing and/or enhancing their science curriculum, thus creating pathways towards careers in translational science settings. Our aim is that students who participate in the year-round program (along with additional students) subsequently participate in our summer program. Therefore, overall program engagement is continuous throughout the year. In Summer, 2017 we engaged with well-established regional partners and collaborators (CTSI affiliated numerous public school districts, and community-based organizations) to move the translational workforce along existing regional diversity education and training pipelines. A Kick-off event was held on June 15, 2107 and attended by students and family members. We offered 6–8 weeks of hands-on experiences working with faculty researcher mentors and their research teams conducting real-life studies, in addition to professional experiences in research “support” settings, as well as in the community. We also developed established a “Summer” SMART (Students Modeling a Research Topic) Teams Program and a Summer “Advanced” SMART Teams Program, where a number of students were placed at 2 CTSI partner and collaborator institutions. The primary goal of the SMART Teams experience is to introduce students to translational science by building upon laboratory research to better understand clinical and community impact of disease within a patient population. Overall, internship sites included research labs, protein modeling labs, numerous research support settings, clinical care settings, and community sites for those students who were interested in population health sciences. In addition, students were offered career enrichment and professional development lunch and learn sessions, career panel sessions presented by long term, expert professionals in various fields translational science, and confidence building and networking sessions. Students also participated in a community volunteer day activity, a trip to the Chicago Science Museum, and numerous CTSI engagement activities (Science Cafés, simulation lab tours, etc.). RESULTS/ANTICIPATED RESULTS: The 2018 year-round program will initiate in the Fall. Our 2017 Summer Internship Program received 192 students/trainees applications of whom 133 were underrepresented minorities (URMs). We enrolled 109 participants, including 83 URMs (84 high school students and 25 college students). A total of 53 Wisconsin high schools and 19 colleges and universities (local and out of state) participated. Students engaged in all activities as outlined in the Methods section. At the end of the summer program, students created and presented posters as part of the closing ceremony. Certificates of completion were given to the students by program leadership and the Al Hurvis/ADAMM leadership (program funding agency). Students wore white lab coats to create an atmosphere of cohesion and accomplishment. Parents and other family members attended the closing ceremony, demonstrating strong support for students and the program. Our anticipated results for CTSI 500 Stars Initiative is to increase diversity in the Translational Science Workforce via education and training of 500 high school and college students over 10 years. We will also remain engaged and track student’s various venues for at least 10 years to determine the outcome of their experiences towards careers in Translational Science settings. We will continue to engage community members and community-based organizations as collaborators and advisors to participate in every stage of our activities. Moreover, we plan to broaden our reach by establishing additional relationships with additional high schools and middle schools to further enhance the 500 Stars Initiative. In addition, we will develop metrics by which to measure the validity and success of our program. DISCUSSION/SIGNIFICANCE OF IMPACT: The aim of the CTSI 500 Stars Initiative is to provide real-life, practical experiences in translational science settings as a part of our efforts to train and cultivate the translational science workforce, while also engaging patients, families and community members in every phase of the translational process. Targeting under-represented minority students contributes towards increasing diversity in the workforce. It is also our hope that by increasing URMs in the workforce, there will be positive impact on communities of color, with respect to increasing participation in their health care decision making and in clinical/translational research; thus, ultimately leading to better health outcomes in the communities we live and serve. Our overall framework is to engage, educate, enrich, empower, elevate, enable students towards careers in clinical and translational settings.
Dissertations / Theses on the topic "Academic achievement College dropouts Universities and colleges Education"
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Lara, Robert. "Predictors of degree attainment assessing graduation effectiveness at selected colleges and universities /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1196416961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Urairat, Yamchuti Rau William Charles Padavil George. "Factors influencing academic achievement of business administration department students in Thai private higher education institutions." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064544.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed January 26, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.
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Brown-Minis, Elizabeth N. "The effect of participation in a community college mentoring program on the retention rate and academic performance of first-time, full-time students /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953847.
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Abell, Patricia P. Klass Patricia Harrington. "The efficacy of quantitative factors incorporated into the college admissions process as predictors of college success." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064506.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed March 10, 2006. Dissertation Committee: Patricia H. Klass (chair), Al Azinger, Carolyn Z. Bartlett, Ross Hodel. Includes bibliographical references (leaves 116-130) and abstract. Also available in print.
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Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.
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Maiyaki, Joseph Y. (Joseph Yakubu). "A Comparison of Achievement in Technical Drawing of Students Enrolled in the Nigeria Certificate of Education (Technical) at the Kaduna Polytechnic, Kuduna, Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330686/.
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The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.
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Williamson, Robin Marie. "Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28491/.
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This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences between the consortia. One-way ANOVA analyses and Tukey HSD post hoc comparisons were conducted on the data from freshmen/first year students and seniors/fourth year students on each of the five clusters of the NSSE to determine any statistically significant difference and, subsequently, the effect size of any found differences. The study found that there were statistically significant differences on the following: 1) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Academic Challenge, 2) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Enriching Educational Experiences, 3) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Supportive Campus Environment, 4) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Active and Collaborative Learning, and 5) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in both of the Catholic Colleges and Universities and the Council for Christian Colleges and Universities Consortia on the NSSE cluster of Supportive Campus Environment. While statistically significant differences were found in the aforementioned analyses, effect sizes were small for all. Future research studies, including longitudinal studies, are needed to fully investigate levels of student engagement within the three consortia.
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Iileka, Ottilie. "An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003527.
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Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
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Berlanga, Silvente Vanesa. "La transición a la Universidad de los estudiantes becados." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/284331.
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La dimensión social de la educación superior constituye uno de los elementos fundamentales de las políticas universitarias a nivel internacional en estos inicios del siglo XXI. Los estudios más recientes sobre el abandono universitario señalan las condiciones económicas como uno de los factores clave en la explicación de la persistencia universitaria. En España, dentro del marco de la Estrategia 2015, la implantación de las becas salario adaptadas a la nueva situación del Espacio Europeo de Educación Superior, pretenden garantizar el acceso y la persistencia a los estudios universitarios a aquellos grupos sociales más desfavorecidos económicamente. La presente investigación realiza un estudio ex post facto, de carácter descriptivo-comparativo dirigido a valorar la incidencia de la beca salario sobre la equidad en el acceso y sobre el rendimiento académico tras el primer año de universidad así como a buscar los factores determinantes de la permanencia del alumnado becado. El estudio se ha realizado con un total de 10.394 estudiantes de nuevo acceso de la cohorte 2010-11 de la Universidad de Barcelona, a partir de la base de datos procedentes de la propia institución. Un total de 642 estudiantes de grado accedieron con la beca salario. La tesis se estructura en cuatro partes. La primera parte corresponde al marco teórico de la investigación y está formado por tres capítulos. El primer capítulo enmarca y ubica la dimensión social y equidad en la educación superior a nivel europeo. El segundo capítulo presenta una panorámica de los diferentes modelos teóricos para la explicación de la persistencia universitaria. Para terminar, el tercer capítulo, ahonda en los modelos europeos y su asistencia financiera, realizando una panorámica de la Educación Superior en España y su sistema de becas y ayudas universitarias, profundizando en la beca salario. En relación a la segunda parte del trabajo, se desarrollan los aspectos metodológicos y se especifican las fases del estudio, justificándose la elección de la cohorte de estudio. En la tercera parte se presentan los resultados obtenidos tras la aplicación de técnicas estadísticas descriptivas y multivariantes. Estos resultados constituyen un primer nivel de descripción de las características de la cohorte de entrada, permitiendo identificar aquellas variables asociadas al perfil de los estudiantes becados y no becados y en relación a los diferentes ámbitos disciplinares específicos. Así como profundizar en el impacto de la beca salario en los diferentes indicadores de acceso, rendimiento y persistencia en los dos primeros años de universidad. En un segundo nivel se identifican los factores predictivos de la persistencia mediante un análisis discriminante y una regresión logística. Finalmente, en las conclusiones se da respuesta a los objetivos de la investigación en relación al marco teórico presentado. Termina este capítulo con algunas propuestas para futuras investigaciones. Se hallan diferencias en función de la rama de conocimiento, el sexo y la vía de acceso a la universidad. Los estudiantes con beca provienen de familias con niveles ocupacionales y de formación inferiores, de manera que el modelo de becas contribuye a la equidad en el acceso. Respecto al análisis del rendimiento, los estudiantes con beca se matriculan y se presentan, en promedio, a un mayor número de asignaturas con la finalidad de cubrir los requisitos académicos de renovación de becas. Con base en los resultados se puede afirmar que la probabilidad de presentar persistencia aumenta con el incremento de la tasa de presentación y con un alto porcentaje de asignaturas aprobadas. Los resultados estimados muestran que la concesión de la beca salario efectivamente influye en las calificaciones y en el desempeño académico del estudiante, siendo dicha influencia superior al impacto de las circunstancias laborales, sociales y familiares de los becados.The social dimension of higher education is one of the fundamental elements of university policies internationally in the dawn of the XXI century. The most recent international studies on university drop-point economic conditions as one of the key factors in explaining the persistence and college graduation. In Spain, within the framework of the Strategy 2015, the implementation of salary grants adapted to the new situation of the European Higher Education, intended to ensure access and college persistence to those economically disadvantaged social groups. This research takes an ex post facto study, descriptive-comparative nature aimed at assessing the impact on equity of access and academic achievement scholarship wage as an economic factor, after the first year of college and looking determinants permanence scholarship student at the University of Barcelona. The study was conducted with a total of 10,394 new students in the 2010-11 cohort of the University of Barcelona. A total of 642 undergraduate students agreed to grant wage. Differences depending on the branch of knowledge, gender, and the path to college are. The scholarship students from families with lower occupational levels and training, so that the model grants contributes to equity in access. Regarding the performance analysis, students enroll scholarship and presented, on average, a greater number of subjects in order to meet the academic requirements for scholarship renewal. Based on the results we can say that the probability of persistence increases with the increase in the filing fee and a high percentage of subjects passed. The estimated results show that the scholarship award wage actually influences on academic qualifications and student performance, said the impact of higher employment, social and family circumstances influence scholarship.
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Flores, Juárez José Benito Roueche John E. "Promoting student success students' perceptions of the factors that influence their engagement at a Mexican university /." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1546/floresjuarezj51897.pdf.
Full textBooks on the topic "Academic achievement College dropouts Universities and colleges Education"
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Québec(Province) . Conseil supérieur de l'éducation. Réussir un projet d'études universitaires: Des conditions à réunir. Sainte-Foy, Québec: Conseil supérieur de l'éducation, 2000.
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St, John Edward P. Pathways to academic success in higher education: Expanding opportunity for underrepresented students using state databases and action inquiry. New York, NY: Routledge, 2010.
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Success factors of young African-American males at a historically black college. Westport, Conn: Bergin & Garvey, 1998.
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Success factors of young African American women at a historically black college. Westport, Conn: Praeger, 2003.
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Adelman, Clifford. A New college course map and transcript files: Changes in course-taking and achievement, 1972-1993 ; based on the postsecondary records from two national longitudinal studies. Washington, D.C: U.S. Dept. of Education, 1995.
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Adelman, Clifford. The new college course map and transcript files: Changes in course-taking and achievement, 1972-1993 ; based on the postsecondary records from two national longitudinal studies. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Institute on Postsecondary Education, Libraries, and Lifelong Learning, 1995.
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United States. Office of Educational Research and Improvement., ed. The new college course map and transcript files: Changes in course-taking and achievement, 1972-1993 : based on the postsecondary records from two national longitudinal studies. 2nd ed. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.
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Building teaching capacities in higher education: A comprehensive international model. Sterling, Va: Stylus Pub., 2010.
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Partnerships for new teacher learning: A guide for universities and school districts. New York: Teachers College, Columbia University, 2011.
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Big science for growing minds: Constructivist classrooms for young thinkers. New York: Teachers College Press, 2011.
Find full textBook chapters on the topic "Academic achievement College dropouts Universities and colleges Education"
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Palfreyman, David, and Paul Temple. "2. What do universities and colleges do?" In Universities and Colleges: A Very Short Introduction, 24–36. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198766131.003.0002.
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‘What do universities and colleges do?’ explores just what the modern university and college do—their teaching, research, consultancy, and wider civic engagement. For most universities and colleges, worldwide, their main task is teaching high-school leavers to first-degree level: usually regarded as their least prestigious academic work. The other two main functions of universities and colleges are research and postgraduate teaching: the higher status academic tasks. Despite many differences between universities and colleges worldwide, it is remarkable that the Bachelor–Master–Doctor classification of academic achievement is truly global. The emancipatory model of higher education is described, with the general structure of universities and colleges into departments, schools, and faculties.
Conference papers on the topic "Academic achievement College dropouts Universities and colleges Education"
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Li, Yeena, Bin Li, Kin Cheung, and Hilda Tsang. "Contributing factors to academic achievements: from community college to university in Hong Kong." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11182.
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Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students’ approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students’ perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.