A Co-Requisite Model for Developmental Mathematics: Innovative Pathway Leads to Positive Outcomes for Education Majors

Autor/inn/en	Atkins, Charlene; McCoy, Ann
Titel	A Co-Requisite Model for Developmental Mathematics: Innovative Pathway Leads to Positive Outcomes for Education Majors
Quelle	In: Educational Renaissance, 5 (2016) 1, S.13-25 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-1602
Schlagwörter	Remedial Mathematics; Outcomes of Education; Models; Academic Achievement; College Students; Remedial Programs; College Mathematics; Algebra; Education Majors + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Analogiemodell; Schulleistung; Collegestudent; Förderprogramm
Abstract	The traditional mathematics pre-requisite model creates obstacles for pre-service educators by increasing the number of semesters to graduation. Extended time results in additional financial burdens for students in developmental courses along with increased risk of student drop out. Education majors, with little or no room for electives in their programs of study, have been particularly impacted. The pilot of a co-requisite model, involving the collaboration of two academic departments, has proven successful in enhancing students' academic achievement while addressing social and emotional needs of students. (As Provided).
Anmerkungen	The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01