Browsing by Subject "student success"

Now showing 1 - 5 of 5
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    Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success
    (Stylus Publishing, 2019) Thorington Springer, Jennifer; Powell, Amy A.; Graunke, Steven; Hahn, Tom; Hatcher, Julie A.; English, School of Liberal Arts
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    Student Perceptions of Responsibility in the College Classroom
    (Office of the Vice Chancellor for Research, 2013-04-05) Wickham, Michelle N.
    A large body of research examines student success in college. Institutions of higher learning carefully assess the success of their programs, learning outcomes, and students in terms of engagement, grades, and attendance, for example. However, this scholarship often measures and defines success in terms and language that serve the values, priorities, and biases of educators and administrators, but that may not fully reflect student understandings of performance and success. In an effort to mind this gap, the purpose of this research study is to examine how college students understand responsibility for learning and to discover student perspectives on faculty communication practices that promote or inhibit personal responsibility in the learning process. This study employs a mixed methods approach. The researcher has conducted focus groups and individual interviews with undergraduate students and has also gathered survey data (both Likert scale and open-ended questions). The qualitative data will be coded in order to discover themes and relationships among the student responses. This study is important for students, faculty, and higher education administrators because it may uncover potential variances in the assumed communication processes in which students and professors engage. Student performances often stray from professors’ expectations or requirements. While educators try many methods to refocus students, many students still struggle to discover the motivation and responsibility for learning. Knowing how students understand responsibility and how they perceive that professors communicate messages about responsibility may provide professors and administrators with greater understanding of the students they serve. Consequently, this research might aid in the development of communication strategies and teaching practices that would promote greater responsibility for learning among students in the college classroom.
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    Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success
    (Cambridge Scholars Publishing, 2024-10-15) Santamaría Graff, Cristina; Segarra Hansen, Allison
    In the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.
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    Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success
    (Cambridge Scholars Publishing, 2024-10-03) Santamaría Graff, Cristina; Segarra Hansen, Allison
    In the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.
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    When Faculty Downsizing and Student Success Collide
    (Wiley, 2018) Everly, Marcee; Berlin, Kathryn; Weber, Peggy; Peterson, Yasenka; Nelson, Jessica; Health Sciences, School of Health and Rehabilitation Sciences