Literaturnachweis - Detailanzeige
Autor/inn/en | Edgecombe, Nikki; Jaggars, Shanna Smith; Xu, Di; Barragan, Melissa |
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Institution | Columbia University, Community College Research Center (CCRC) |
Titel | Accelerating the Integrated Instruction of Developmental Reading and Writing at Chabot College. CCRC Working Paper No. 71 |
Quelle | (2014), (43 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Developmental Studies Programs; English Instruction; College Students; Program Effectiveness; College Credits; Grade Point Average; College Transfer Students; Two Year College Students; Acceleration (Education); Two Year Colleges; Curriculum Development; Grades (Scholastic); English Language Learners; English (Second Language); California Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; English langauage lessons; Englischunterricht; Collegestudent; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Acceleration; Beschleunigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Notenspiegel; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien |
Abstract | This paper uses qualitative and quantitative data to compare the outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and their peers who participated in a two-semester sequence. The sample included first-time students who entered college between summer 1999 and fall 2010; students were tracked for up to five years. Propensity score matching and regression analyses show that participation in the accelerated course was positively associated with a range of positive short-, medium-, and long-term outcomes, including entry-level college English completion, credit accumulation, grade point average, transfer to a four-year institution, and certificate and degree attainment. To better understand the quantitative findings, the authors draw on data from interviews with faculty, administrators, and staff; student focus groups; and classroom observations. The authors posit that the benefits of an accelerated course structure are amplified at Chabot College by a developmental English curriculum that is well aligned with college-level English and that develops critical academic literacy skills. (As Provided). |
Anmerkungen | Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |