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Does Classroom Composition Matter? College Classrooms as Moderators of Developmental Education Effectiveness
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Moss, Brian G.; Kelcey, Ben; Showers, Nancy – Community College Review, 2014
This study investigates how the impact of developmental education is moderated by classroom composition. Drawing on a regression discontinuity design, we used data from 3,429 community college students, nested within 223 classrooms, to explore the extent to which classroom and instructor characteristics moderated the effect of developmental…
Descriptors: Developmental Programs, Classroom Environment, Student Characteristics, Teacher Characteristics
Social Skills as a Predictor of Postsecondary Outcomes for Individuals Who Are Deaf
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Cawthon, Stephanie W.; Caemmerer, Jacqueline M.; Dickson, Duncan M.; Ocuto, Oscar L.; Ge, Jinjin; Bond, Mark P. – Applied Developmental Science, 2015
Social skills function as a vehicle by which we negotiate important relationships and navigate the transition from childhood into the educational and professional experiences of early adulthood. Yet, for individuals who are deaf, access to these opportunities may vary depending on their preferred language modality, family language use, and…
Descriptors: Predictor Variables, Prediction, Predictive Measurement, Predictive Validity
Management Theory Meets Student Development Theory: Implications for Student Affairs Programming.
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Durand, Henry F.; Reister, Barry W. – NASPA Journal, 1987
Used Hersey/Blanchard model of situational leadership to study readiness levels of undergraduates (N=39) to learn listening skills, pairing high and low skill groups with high and low structure instruction. Results support view that developmental educators should consider individual levels of skill, experience, and motivation when designing…
Descriptors: College Programs, College Students, Developmental Programs, Higher Education
Adult Education and Literacy. Program Year 2015 Annual Report
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Iowa Department of Education, 2016
This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of…
Descriptors: Adult Education, Adult Literacy, Career Education, Technical Education
Post-Secondary Developmental Studies Programs for Occupational Students: A Follow-up Study. Research Report.
State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ. – 1978
The basic objective of this third research phase was to verify and further delineate factors that are constant and valid contributors to the success of postsecondary occupational students enrolled in developmental programs. Follow-up research on a longitudinal basis was conducted on nontraditional students at six New York colleges. Of…
Descriptors: Academic Achievement, Basic Skills, Colleges, Developmental Programs
Student Tracking System, San Antonio College.
Cherne, Ferne; And Others – 1985
The Student Tracking System (STS) at San Antonio College is designed to increase retention of high risk students, and primarily students enrolled in developmental education courses. In addition to identifying students experiencing difficulty in the classroom, STS alerts educational support services personnel to these students, provides a system of…
Descriptors: Academic Advising, Ancillary School Services, Basic Skills, College Students