Literaturnachweis - Detailanzeige
| Institution | What Works Clearinghouse (ED); Development Services Group, Inc. |
|---|---|
| Titel | First Year Experience Courses for Students in Developmental Education. What Works Clearinghouse Intervention Report |
| Quelle | (2016), (21 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | First Year Seminars; Remedial Instruction; Undergraduate Students; College Freshmen; Educational Research; Community Colleges; Technical Institutes; Academic Achievement; College Credits; Educational Attainment; Academic Persistence; Program Effectiveness; Randomized Controlled Trials; Intervention |
| Abstract | "First year experience courses for students in developmental education" are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues. First year experience courses, also called success courses, study skills, student development, or new student orientation courses, are often linked with or taken concurrently with developmental courses. The WWC recently reviewed the research on the impacts of "first year experience courses for students in developmental education." One study met WWC group design standards and included 911 freshman college students in developmental education at one technical community college in the United States. Based on this study, the WWC found the practice to have no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students. The following are appended: (1) Research details for Rutschow et al. (2012); (2) Outcome measures for each domain; (3) Findings included in the rating for the academic achievement domain; (4) Findings included in the rating for the progress through developmental education domain; and (5) Findings included in the rating for the credit accumulation and persistence domain. [The Study that meets WWC group design standards without reservations was: Rutschow. E. Z., Cullinan, D., & Welbeck, R. (2012). "Keeping students on course: An impact study of a student success course at Guilford Technical Community College." New York: MDRC. http://files.eric.ed.gov/fulltext/ ED531183.pdf. See ED531183 to view the study.] (As Provided). |
| Anmerkungen | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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