Modeling an Effective Program for Latina/o College Student Success

Autor/inn/en	Gonzalez, Kenneth P.; Meling, Vanessa S.
Titel	Modeling an Effective Program for Latina/o College Student Success
Quelle	In: Association of Mexican American Educators Journal, 11 (2017) 3, S.139-153 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.11.3.364
Schlagwörter	College Students; Success; Case Studies; Program Design; Program Development; Hispanic American Students; Improvement Programs; Evidence Based Practice; Longitudinal Studies; Cohort Analysis; Literature Reviews; Course Descriptions; Grade Point Average; Academic Persistence; Student Improvement; Performance Technology; Achievement Need; Focus Groups + Suchen Sie Ihr Suchwort? Collegestudent; Erfolg; Case study; Fallstudie; Case Study; Programme design; Programmaufbau; Programmplanung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Effizienzsteigerung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Kursstrukturplan
Abstract	This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01