eric.ed.gov har udgivet: This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, “Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site” is not included in the ERIC version of this report.] Link til kilde
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eric.ed.gov har udgivet: Many recent high school graduates who enter community college are required to take remedial or developmental education courses before enrolling in college-level courses. Developmental courses essentially reteach high school- and junior high school-level content in reading, writing, and math. In some cases, students are referred to two or even three courses of developmental education in a single subject area. The annual cost of providing remediation to community college students nationwide has been estimated at approximately $7 billion. Only 28 percent of community college students who take a developmental education course go on to earn a degree within eight years, and many students assigned to developmental courses drop out before completing their sequence and enrolling in college-level courses. A number of rigorous studies have been undertaken to assess… Continue Reading →
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eric.ed.gov har udgivet: We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers” or CTs) and the schools in which student teaching occurs. All else equal, teachers with more experience and higher degree levels are more likely to host student teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. Teacher candidates are also more likely to work with CTs of the same gender and race, and are more likely to be placed with CTs and in schools with administrators who graduated from the candidate’s TEP. We then assess the impact of these placements on student achievement… Continue Reading →
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eric.ed.gov har udgivet: We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate’s… Continue Reading →
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eric.ed.gov har udgivet: In recent years, there has been a growing recognition that the traditional system of college mathematics remediation that relies on high-stakes placement tests and prerequisite, multi-level course sequences is associated with lowered chances of students completing developmental requirements and increased rates of student attrition. This recognition has led to nationwide reform efforts that strive to alter the structure and curricula of remedial math courses. However, these broad-based reforms have been insufficient in eliminating inequities in developmental placement and completion between students of color and other underserved students and their more advantaged peers. Informed by relevant research literature, this paper argues that the majority of reforms to developmental math education seek to remedy general barriers to student progress but are not typically designed to address equity gaps and,… Continue Reading →
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eric.ed.gov har udgivet: Early in 2010, EdSource released a landmark study on middle grades education in California. “Gaining Ground in the Middle Grades” looked at the critical 6th- to 8th-grade years in the context of standards-based education. The analysis identified a comprehensive set of practices that differentiated higher from lower schoolwide academic achievement among a sample of 303 middle grades schools. As the authors began that study in 2008, the California State Board of Education passed a controversial motion–subsequently blocked through legal action–to make the state’s Algebra I test the “sole test of record” for grade 8 math for federal accountability purposes. And in the course of conducting the “Gaining Ground” study, the authors observed that schools in their sample differed widely in how they placed students into Algebra I… Continue Reading →
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eric.ed.gov har udgivet: Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest that many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam, although most students know ahead of time that they are required to take the exam and many colleges make test preparation materials available. Lack of preparation may undermine students’ exam performance and negatively affect the accuracy of their placement. We identify four interconnected reasons why students tend to not prepare for the exam: (1) misperceptions about… Continue Reading →
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eric.ed.gov har udgivet: The New England Board of Higher Education (NEBHE), with support from Lumina Foundation, investigated whether the use of Khan Academy could increase community college student success in developmental math coursework, support embedded math content in technical courses, and prepare students to take or retake college placement tests. Khan Academy, an Open Educational Resource (OER), is a nonprofit organization that provides free online educational resources such as practice exercises, instructional videos and a personalized learning dashboard that empowers learners to study at their own pace in and out of the classroom. Pilot community colleges used Khan Academy’s math content as a supplement in various developmental education delivery models, including flipped, blended, self-paced, modular and traditional developmental education classrooms, as well as in some career and technical courses. A… Continue Reading →
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