• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Effect of Response to Intervention on Developmental Education Students' Persistence, Retention, and Completion
【24h】

Effect of Response to Intervention on Developmental Education Students' Persistence, Retention, and Completion

机译：干预反应对发展教育学生的坚持，保留和完成的影响

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In 2012, national rates of degree or certificate completion for students beginning college in developmental education courses were 35%. At a Midwestern state community college completion rates were even lower, with only 27% of developmental reading/writing (DRW) students completing their program. Therefore, the purpose of this causal- comparative study was to compare success rates for DRW students beginning college in a multileveled (MLI) program and in a response to intervention (RtI) based program. The MLI program was grounded in a scaffolded learning framework, and the RtI program was grounded in a transformative learning framework. Four research questions were posited to identify the associations between success rates (course completion, persistence, retention, and credential completion) for students enrolled in the MLI program and students enrolled in the RtI program. Archival data for a census sample of 13,731 DRW students were analyzed. The chi-square test was used to determine whether associations existed between instructional groups for each dependent variable. Findings confirmed a significant association between instructional group and success factors, with students in the RtI group showing higher success rates for course completion, persistence, and retention than the MLI group. However, the MLI group showed higher success rates for credential completion than the RtI group. Further research will need to investigate the reasons for the divergent outcomes such as the fact that MLI program students began college two years before RtI program students. Implications for social change include an instructional model that may contribute to increased course completion, persistence, retention, and credential completion for DRW students, which is discussed in the appended position paper.
机译：2012年，在发展教育课程中攻读大学的学生的全国学位或证书完成率是35％。在中西部的州立社区，大学的完成率更低，只有27％的发展性阅读/写作（DRW）学生完成了课程。因此，本因果比较研究的目的是比较在多层次（MLI）计划和对基于干预（RtI）的计划中开始上学的DRW学生的成功率。 MLI计划以脚手架学习框架为基础，而RtI计划则以变革性学习框架为基础。提出了四个研究问题，以确定参加MLI计划的学生和进入RtI计划的学生的成功率（课程完成率，坚持性，保留率和证书完成率）之间的关联。分析了13731名DRW学生的人口普查样本的存档数据。卡方检验用于确定每个因变量的教学组之间是否存在关联。研究结果证实，教学组与成功因素之间存在显着关联，RtI组的学生在课程完成，坚持和保留方面的成功率高于MLI组。但是，MLI组的凭证完成成功率高于RtI组。进一步的研究将需要调查产生不同结果的原因，例如MLI计划的学生比RtI计划的学生早两年上大学。对社会变革的影响包括一个教学模型，该模型可能有助于增加DRW学生的课程结业率，持久性，保留率和证书结业率，这将在所附的职位论文中进行讨论。

著录项

  • 作者

    Garayta, Cheryl.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Community college education.;Curriculum development.;Reading instruction.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 233 p.
  • 总页数 233
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号