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Browsing by Subject "educational theories"

Now showing 1 - 7 of 7
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    EOA best practices clearinghouse directory 2018 (4th ed.).
    (Educational Opportunity Association and the University of Minnesota, 2018) Arendale, David R.
    (Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse.
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    Foundation and theoretical framework for Supplemental Instruction
    (National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
    It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.
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    Study Strategy Suggestions; Using the Information Processing Model
    (2003) Arendale, David R.
    One of the challenges for students is selecting the appropriate study strategy to fit the requirements of the learning situation. Each class and professor present different challenges for the student. This requires the student to thinking strategically about the class and be able to self-monitor themselves whether their study plan is working and whether changes need to be made. A term used to describe this proactive approach is the “self-regulated learner” (Weinstein and Stone, 1993).
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    Supplemental Instruction in the first college year
    (National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
    SI as a Continuation of First Year Experience Programs, Focus on High-Risk First Year Classes, SI is Helpful for a Variety of Student Subpopulations, Theoretical Framework for First Year Student Programming, SI Facilitates Development of Community, SI Facilitates Student Involvement with the Institution, SI Facilitates Academic and Social Integration, Research on Affective and Cognitive Development, and Supports Collaborative Learning
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    Understanding the Supplemental Instruction model
    (Josey-Bass, 1994) Arendale, David R.
    It has been nearly two decades since Supplemental Instruction first in higher education. After starting at the University of Missouri-Kan in 1973, SI has been implemented at a variety of institutions across the States and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become active investigators of strategies they have heard about from teachers and advisors. As new tional theories and practices have surfaced, the SI model has been ad incorporate the best in educational research. With the increasing diversity of today's college students and the alternative admission programs, the student body is continuing it's into a heterogeneous group reflective of American society. The pop professional literature often carries articles decrying the poor academic level of students or the poor quality of teaching by classroom pr Few solutions have been offered that work. From our point of view, that is moot. Many professors have tenure and colleges need all the stud they can recruit. Rather than blaming either party, strategies must b oped that allow students to succeed while ensuring that academic are maintained, if not strengthened. SI, as one component, can contr an overall institutional plan for student success.
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    Understanding the Supplemental Instruction model
    (1992) Martin, Deanna C; Arendale, David R.
    It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.
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    Using theory and research to improve access and retention in developmental education
    (Jossey-Bass, 2005) Higbee, Jeanne L; Arendale, David R.; Lundell, Dana B
    Developmental education is an essential part of the community college mission; McCabe and Day (1998) estimated that more than two million students each year would drop out of postsecondary education without participation in one or more developmental education activities. To educate these students effectively, community colleges should implement best practices that have been proven effective via rigorous research and evaluation based on strong theoretical foundations. This chapter discusses the major theoretical perspectives that have shaped the profession in the past and provide the foundation for today’s professional practice. The chapter then presents findings from current research from both student and institutional perspectives evaluating a wide array of developmental education models. The chapter concludes with recommendations for future research.