Enhancing the Academic Performance of At-Risk College Students via Self-Explanations

Autor/in	Calais, Gerald J.
Titel	Enhancing the Academic Performance of At-Risk College Students via Self-Explanations
Quelle	In: NADE Digest, 4 (2008) 1, S.29-41 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Students; At Risk Students; Developmental Programs; College Preparation; Reading Skills; Writing Skills; Mathematics Skills; Academic Achievement; Self Evaluation (Individuals); Program Effectiveness; Transfer of Training; Problem Solving; Learning Processes; Individual Differences; Teaching Methods + Suchen Sie Ihr Suchwort? Collegestudent; Entwicklungsplan; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulleistung; Training; Transfer; Ausbildung; Problemlösen; Learning process; Lernprozess; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Research suggests that student enrollment in developmental level courses at the postsecondary education level increases annually. This is occurring because underprepared and/or nontraditional students' reading, writing, or math skills are inadequate to meet the challenges of college-level work. This article focuses on self-explanations as an instructionally effective approach designed to enhance the academic performance of at-risk college students. Implications regarding these findings are discussed. (As Provided).
Anmerkungen	National Association for Developmental Education. 170 Kinnelon Road Suite 33, Kinnelon, NJ 07405. Tel: 877-233-9455; Fax: 973-838-7124; e-mail: office@nade.net; Web site: http://nade.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01