Group items tagged

Levine-Brown, P., Bonham, B.S., Saxon, D. P., & Boylan, H. R., from Research in Developmental Education, 2008.

By Scott Jaschik, in Inside Higher Ed, Dec 3, 2009. Announces the release of a study by Community College Research Center of Columbia University Teachers College (CCRC) looking at student success in community college "gatekeeper" courses.

By Heather C. Hill, Brian Rowan, and Deborah Loewenberg Ball, published in American Educational Research Journal, Vol 42 (2), pp. 371-406, summer 2005.

PA links to this article in Coffee Klatch and notes that Ball (et al) propose that effective teaching must be approached discipline by discipline (she works in math).

by Lee S. Shulman, in Liberal Education, Spring 2005. Shulman writes on behalf of the Carnegie Foundation for the Advancement of Teaching and their research on how professionals are educated. The idea is to use this study to better inform liberal education pedagogies.

JEC uses this article as an illustration of Shulman's idea of "signature pedagogies."

By Catherine Gewertz, Education Week, February 2 2011. A new report, Pathways to Prosperity, published by Harvard's Graduate School of Education, argues that the "college for all" goal might fail students best suited for emerging "middle skills" jobs (e.g. construction manager or dental hygienist). The researchers feel that many who are not suited for college fall out of the educational system completely rather than pursuing other post-secondary options.

By Pam Belluck in the Science section of the New York Times. January 20, 2011. Research indicates that students who were tested on material retained more than those who repeatedly study the material and those who draw detailed diagrams documenting what they are learning.

Shared by K.P. in January coffeeklatch.

By Mike Rose. New York: Free Press; London: Collier Macmillan (1989) Book Description:"Remedial, illiterate, intellectually deficient--these are the stigmas that define the educational underclass to which Mike Rose once belonged. Here, he tells of his personal journey from a Los Angeles ghetto to a major research university, bringing a vital challenge to those who must shape America's educational agenda.

Produced by the Office of Institutional Research and Assessment, Division of Information Technology at LaGuardia Community College, part of The City University of new York. September 2010. Includes profiles of the student body (general and entering students), enrollment profile, and demographics about degrees earned.

Results from a classroom research project focused on why author Katie Hern had only a 55% pass rate in three sections of her developmental English course.

By Benedict Carey in the Science section, NewYorkTimes.com, December 6th 2010. Studies have been underway to detect what sparks the creative insight needed to solve puzzles. Humor is one characteristic that research suggests.

Lisa noted this article in December coffeeklatch. She says "Try the test in the interactive box on the left. Interesting!"

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Richard Schwier, Proceedings of EMEDIA 2009, Association for the Advancement of Computers in Education, June 2009. Schwier works out of the Virtual Learning Communities Research Laboratory at the University of Saskatchewan, and this paper looks at some of their key findings.

By Debbie Garber, The International Review of Research in Open and Distance Learning, vol 5 (2), August 2004. This paper goes beyond technology to look at "the social process on which an online learning community if it is to flourish and be useful." Also stresses "importance of nurturing the community's health, and the natural life cycle of a virtual community...."

By Katherine L. Hughes and Judith Scott-Clayton, published by Community College Research Center, Teachers College, Columbia University, Feb 2011. From the report description: "This paper examines the extent of consensus regarding the role of developmental assessment and how it is best implemented, the validity of the most common assessments currently in use, and emerging directions in assessment policy and practice." A PDF of the full paper is available from this web page.

By Thomas Bailey, Dong Wook Jeong and Sung-Woo Cho, Community College Research Center, Teachers College, Columbia University in Economics of Education Review, Volume 29, Issue 2, April 2010, Pages 255-270. "The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred..."

For GSCC faculty, there is a copy of this article available in Coffee Klatch

By Kim Parker, Amanda Lenhart and Kathleen Moore, published by the Pew Research Center/Pew Social & Demographic Trends, August 28, 2011. The big take-away seems to be that 51% of college presidents surveyed find that "online courses offer an equal educational value compared with courses taken in a classroom," but only 29% of the general public agrees with this statement.

Achieving the Dream: Community Colleges Count. Cutting Edge Series No. 1 (2011) Guide is based on findings from Public Agenda's research into practices for engaging full-time and adjunct faculty in institutional change efforts toward increasing student success as community colleges.

By Paco Martorell and Isaac McFarlin, Jr.; this version is the working paper with appendices, April 2010.

Full text of this article is available in GSCC Polilogue. Login required.

Professional development that allows teachers to choose what they want to learn, is accessible through technology, and ties data to student success works.