Literaturnachweis - Detailanzeige
| Autor/inn/en | McEwen, Johnathan J.; Mohn, Richard S.; Herron, Sherry S.; Shelley, Kyna |
|---|---|
| Titel | Community College Placement Policy Implications Regarding a Discrepancy in the Placement of Students in College Algebra |
| Quelle | In: Community College Journal of Research and Practice, 43 (2019) 12, S.921-926 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (McEwen, Johnathan J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-8926 |
| DOI | 10.1080/10668926.2018.1557573 |
| Schlagwörter | Community Colleges; Mathematics Instruction; Algebra; Two Year College Students; Student Placement; Administrator Attitudes; Teacher Attitudes; College Faculty; Prediction; School Policy; Policy Analysis; Scores; Mathematics Tests; College Entrance Examinations; ACT Assessment |
| Abstract | Community college administrators face a dilemma in the implementation of placement policies regarding college algebra students. Extensive literature devoted to this subject has been generated in the last 100 years without consensus. Furthermore, faculty opinions of the current placement policies contribute to the presence of a discrepancy in the interpretation of placement models used in policy generation. Utilizing a statistically derived and analyzed model in conjunction with faculty and administrator interviews, a new interpretation of the results generated by placement models in terms of the type of prediction generated may assist in the generation of future placement policies. This new interpretation serves to resolve the discrepancy by redefining the capabilities of the statistical model within the context of the faculty and administrator views of current placement policy. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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