The Deconstructive Approach to Understanding Community College Students' Pathways and Outcomes

Autor/in	Bahr, Peter Riley
Titel	The Deconstructive Approach to Understanding Community College Students' Pathways and Outcomes
Quelle	In: Community College Review, 41 (2013) 2, S.137-153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552113486341
Schlagwörter	Community Colleges; College Attendance; College Students; Educational Experience; Student College Relationship; Access to Education; Educational Attainment; Models; Student Empowerment; Freedom; Barriers; Educational Research; Educational Researchers; Research Design; Enrollment Trends; Student Behavior; College Mathematics; Remedial Mathematics; Data Analysis; Content Analysis; Academic Records; Mathematics Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Community college; Community College; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Collegestudent; Bildungserfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Analogiemodell; Studienberechtigung; Freiheit; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Forschungsdesign; Student behaviour; Schülerverhalten; Auswertung; Inhaltsanalyse; University; Universities; Publication; Universität; Akademieschrift; Publikation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg
Abstract	Two related themes currently dominate discourse on open-access colleges, particularly community colleges: increasing college-going and degree attainment and improving the performance of postsecondary institutions with respect to producing graduates. Largely missing from this discourse, however, is cogency concerning the innumerable ways in which students use open-access institutions, and the ways in which students' patterns of use interact with institutional policies and practices to influence the outcomes that they experience. Absent a thorough understanding of students' pathways through the institution, the development of interventions and the adjustment of institutional policies and practices to improve students' outcomes will be more a product of guesswork than of sound empirical reasoning. Unfortunately, traditionally favored analytical approaches are unlikely to rectify this large and troubling gap in our understanding. In this essay, I present the case for a different approach--a "deconstructive" approach--to illuminate students' pathways and the relationships between these pathways and outcomes. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10