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Shifting Paradigms: Moving to a Learning College.
Peer reviewed Peer reviewed
Hess, Shelly L.; Piland, William E. – Journal of Applied Research in the Community College, 1998
Studies a California community college that is implementing the learning paradigm--shifting from simply providing instruction to actively enhancing student learning. Suggests that community colleges undergoing this shift should examine ingrained perspectives of teaching and learning, create annual growth plans, provide inservice programs, and…
Descriptors: Classroom Environment, Community Colleges, Curriculum Development, Educational Change
Examining the Effectiveness of Articulation Agreements through Community College Transfer Students: A Pilot Study of Teacher Education Transfers.
Peer reviewed Peer reviewed
Van Middlesworth, Charles; Carpenter-Davis, Cheryl; McCool, Maura – Journal of Applied Research in the Community College, 2001
Reports on a study that tracked the transfer of community college students in a teacher preparation program to a partner university. Reports that students found the transfer process to be smooth and did not experience a loss of credit hours. However, they completed a larger number of credit hours upon graduation than their native counterparts and…
Descriptors: Articulation (Education), College Credits, College Transfer Students, Community Colleges
Tying Transfer to Type of Associate Degree: A Tangled Knot.
Peer reviewed Peer reviewed
Townsend, Barbara K.; Barnes, Terry – Journal of Applied Research in the Community College, 2001
Argues that because students with vocational associate degrees are not usually expected to transfer to four-year institutions, studies examining academic performances of two-year college transfer students rarely use type of associate degree as a variable. Attempts to determine a relationship between type of associate degree and baccalaureate…
Descriptors: Articulation (Education), College Credits, College Transfer Students, Community Colleges
Curriculum Alignment by Creed or Deed.
Peer reviewed Peer reviewed
Leitzel, Thomas C.; Vogler, Daniel E. – Journal of Applied Research in the Community College, 1995
Reviews study that found, through use of a "performance instruction" model, a significant misalignment between the cognitive complexity levels of planned course content and that which is tested. (32 citations) (YKH)
Descriptors: Cognitive Processes, Community Colleges, Correlation, Course Content