Browsing by Subject "educational theory and practice"
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Item 2020 Draft course-based learning assistance best practice guides (3rd ed.)(2020-01-01) Arendale, DavidCourse-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of the course, CLA is integrated into the course by some instructors. Other CLA programs are hybrid or totally online. These guidelines are applicable to national and international CLA program models have been implemented at thousands of postsecondary and tertiary institutions in more than thirty countries (a) Emerging Scholars Program, (b) Peer-Led Team, (c) Structured Learning Assistance, (d) Supplemental Instruction, and (e) Video-based Supplemental Instruction). When using the CLA Guides, it is not expected that administrators of campus CLA programs implement every “essential” and “recommended” practice listed in this guide. Some “essential” practices are not relevant to a particular type of CLA program. Limitations of campus budget, personnel, and available time make other “essential” practices difficult to implement. “Recommended” practices are simply practices that some CLA program administrators have found helpful. Therefore, those practices have been separated from the “essential” ones. For simplicity’s sake, all the practices have been divided into these two categories. Some “recommended” practices could be categorized as aspirational, something to pursue if there is sufficient budget, personnel, and time to implement. The bottom line is that the purpose of the guides is not to judge existing programs, but rather to provide guidance and practices that could increase their effectiveness and efficiency. In addition to their use for academic study groups, these guides may be useful for faculty members to incorporate learning activities and pedagogies into their courses. 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. 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. Updates to this set of guidelines are available at https://www.arendale.org/peer-learning-resourcesItem 2020 Draft glossary of essential terms for learning assistance and developmental education (4th ed.)(2020-01) Arendale, DavidThe purpose of this glossary was to identify and describe education practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented college students. Keeping current with the rapid changes in the field of developmental education and learning assistance is essential. Words make a difference in policy discussions and the practical guidance of campus activities. The rapid changes in learning pedagogies, delivery systems for courses, and language use evoke strong emotions for many within the profession, including those involved with this glossary. It may not be our choice to change, but this glossary is our response to the rapidly–morphing landscape of postsecondary education, our field in particular, and the larger society in which we live. In this fourth edition of the glossary, one area that has been significantly expanded is vocabulary related to culturally sensitive pedagogies that emerged during the 1980s and 1990s. Examples of these include: critical literacy, critical pedagogy, cultural competence, cultural differences, cultural literacy, cultural sensitivity, culturally relevant pedagogy, culturally responsive pedagogy, culturally sustaining pedagogy, inclusion, inclusive pedagogy, multicultural developmental education, multicultural education, and social justice. The second new area in this edition are approaches for offering the curriculum other than the traditional academic term-length developmental-level course. Examples of these include accelerated developmental-level course, acceleration, acceleration through curricular redesign, acceleration through mainstreaming, college access, compensatory education, compressed developmental-level course (or skills instruction), contextualization or contextualized learning, co-requisite paired course, course redesign, differentiated placement, embedded academic support, emporium-style model, flipped classroom, gateway course, Gateways to Completion®, guided pathways, integrated reading and writing, modular instruction, non-course competency-based option (Texas), nontraditional model (Texas), stacked course, stretched course, and students as partners. The third area for glossary expansion are those related to academic integrity and intellectual property rights. These were written in a more accessible style than the formal definitions from law reference works. Technologies such as text scanners, photocopiers, printers, and downloadable files from the Internet have made it easier to make mistakes with use of copyrighted instructional materials both for use in the classroom as well as placement on the Internet for use by others. Examples of these terms include attribution of intellectual property, copyright, copyright infringement, Creative Commons licenses, ethical standards, inadvertent use of copyrighted material, instructional materials, intellectual property use copyright, liability exposure, literary property, literary property use copyright, plagiarism, professional liability coverage, open access, open educational resource (OER), and public domain. A fourth significant change for this edition is its scrupulous avoidance of deficit and less acceptable language to describe students. In this edition, asset-based language is used to reflect accurately our students and their capabilities. Throughout history, it is words and phrases have been replaced by newer ones. The older words become less acceptable since they can lead to misinterpretations or have become by today’s standards of usage as inaccurate or perceived by others as discriminatory or racist. This glossary does not make judgements of the authors using those terms. Popular and professional literature is filled with those phrases. However, we move forward with recommended language that is more accurate, affirms student capabilities, and avoids offense to others. Examples of these deficit and less acceptable language includes academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, person/student of color, remedial student, and special population. (Method) The sample for the glossary is based on the previous three editions of the same glossary with new terms added with this document. The glossary terms have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. All of them have served as administrators of their campus developmental education and learning assistance programs. Their practical experiences and keen insights have made this set of glossary terms invaluable in the rapidly changing nature of postsecondary and tertiary education. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first three editions of this glossary. [This directory is a revised and expanded version of ED589760.]Item 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.Item EOA best practices clearinghouse directory 2019 (5th ed.)(Educational Opportunity Association, 2019-12-31) Arendale, DavidThe 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. http://besteducationpractices.org 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 570 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, (b) Upward Bound, (c) Educational Opportunity Centers, (d) Disability Services, (e) Student Support Services, (f) Ronald E. McNair Postbaccalaureate Achievement,; and (g) GEAR UP, The directory is arranged by the following topical areas: (a) Academic Advising and Counseling [Advising Syllabus, Academic Improvement Plan, Academic Advising Management System, Podcasting Academic and Career Counseling for Post 9/11 Veterans, and Student Academic Needs Assessment]; (b) Academic Support [Integrated Learning Course for Entering SSS College Students, Tutoring for Students with Disabilities, Tutor Training and Professional Development, Structured Study Hall Days at College Campus by UB Students, and PAL Group Tutoring Program Training Manual]; (c) Assessment and Evaluation [Post Assessment Evaluation Tool for EOC Programs]; (d) Career Exploration [Senior College Experience for UB Students]; (e) Coaching Students [Coaching TRIO Students and Peer Coaching Handbook]; (f) College Tours and Field Trips [Emergency Field Trip Contingency Plan, and Planning Effective College Tours for High School Students]; (g) Curriculum [High School Financial Literacy, Integrated Approach to First Year College Experience, Summer Enrichment Program Curriculum for Middle School Students, and McWrite: Developing Scholarly Writing Skills]; (h) Disability Services [Access College Today Program]; (i) Global Studies Curriculum and Tour Procedures [Horizons Study Abroad Experience, Evaluation Tools for a Study Abroad Program, Procedures for a Study Abroad Program, and Creating Global Experiences for First-Generation and Limited Income College Students]; (j) Orientation Programs [Right Start to College Seminar for Adult Learners]; and (k) Policies and Procedures [Educational Talent Search Policies and Procedures Handbook. (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. [This directory is a revised and expanded version of ED589760.]Item 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.Item Increasing the efficiency and effectiveness of learning for first year students through Supplemental Instruction(National Association for Developmental Education and National Center for the Study of the First Year Experience and Students in Transition, 1998) Arendale, David R.Developmental educators have a historic opportunity to reinvent themselves as resources for the entire campus -- students and faculty alike -- in partnering with the new enriched learning environment. The learning process must be expanded beyond the traditional classroom walls. Additional partners must be added to the learning environment. The Supplemental Instruction (SI) program serves as a catalyst for an improved and effective learning environment. SI is flexible to meet the learning needs of students and compliment an enriched learning environment managed by the classroom professor. Through its use, the efficiency and effectiveness of learning can be improved.Item Postsecondary peer cooperative learning programs: Annotated bibliography 2018(Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2018) Arendale, David R.This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with a review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer-Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, and ED574832]Item Postsecondary peer cooperative learning programs: Annotated bibliography 2019(2019-12-31) Arendale, DavidThis 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]Item Special Issues on Universal Design for Inclusive Pedagogy(Education Sciences Journal, 2018-12) Arendale, David RThis Special Issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences to promote access and equity. While our colleagues in elementary and secondary education have been addressing this issue for many years, postsecondary education is a newer field for this approach. The six articles in this issue break new ground with regards to expanding the boundaries of Universal Design (UD). Areas explored in this Special Issue are transformed curriculum, innovative teaching and learning practices, cross-national and cross-cultural student interactions, application of UD to academic pathways, and UDIP embedded into the institutional culture and policies. The central themes of the articles are increased access, equity, and social justice for all students.Item 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).Item 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 LearningItem Teaching history using Universal Instructional Design(University of Minnesota, College of Education and Human Development, 2008) Arendale, David R; Ghere, DavidThis chapter provides a practical model for social science teachers to integrate the best practices of Universal Instructional Design (UID). The approach was used in a developmental education context where academic skill training has been embedded in introductory courses in American history and world history. Use of UID principles not only reduced classroom barriers for students with disabilities but enhanced the learning of a much larger student group, those who have academic preparation issues for rigorous college courses. In some cases, the same practices had utility for both student groups as well as increasing outcomes for the general student population.Item 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.Item 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.Item Using theory and research to improve access and retention in developmental education(Jossey-Bass, 2005) Higbee, Jeanne L; Arendale, David R.; Lundell, Dana BDevelopmental 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.