Literaturnachweis - Detailanzeige
Autor/inn/en | Lanphier, Tonya Scott; Carini, Robert M. |
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Titel | Insights from a Learning Community Program for Developmental Reading Students: Developing a Conceptual Model |
Quelle | In: Community College Enterprise, 27 (2021) 1, S.22-37 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1541-0935 |
Schlagwörter | Communities of Practice; Developmental Studies Programs; Two Year College Students; Remedial Reading; Public Colleges; Barriers; Success; Help Seeking; Time Management; Career Guidance; Program Effectiveness; Transitional Programs; Self Esteem; Reading Attitudes; Academic Persistence; Reading Skills; Student Responsibility; Student Employment; Access to Computers; Technology Uses in Education; Internet; Career Choice Community; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseförderung; Erfolg; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement; Berufsorientierung; Self-esteem; Selbstaufmerksamkeit; Reading behavior; Rading behaviour; Leseverhalten; Reading skill; Lesefertigkeit; Studentenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen |
Abstract | This two-year case study summarizes the views of students, instructors, and administrators toward a learning community program that served first-year developmental reading students at a public two-year college. One-on-one interviews and focus groups revealed that semester-long learning communities helped students overcome obstacles toward academic success by providing students with opportunities to: (a) seek help on campus, (b) develop time management skills, and (c) obtain career guidance. Research participants reported that the program (a) eased students' transition to college-level courses, (b) fostered a sense of community, (c) boosted academic confidence, (d) improved attitudes toward reading, and (e) increased student persistence. Using a grounded theory approach, a conceptual model is proposed for understanding how learning communities may shape the trajectories of developmental students. (As Provided). |
Anmerkungen | Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail: cce@schoolcraft.edu; Web site: http://www.schoolcraft.edu/ccE |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |