A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming

Autor/inn/en	Shaffer, Suzanne C.; Eshbach, Barbara E.; Santiago-Blay, Jorge A.
Titel	A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming
Quelle	In: InSight: A Journal of Scholarly Teaching, 10 (2015), S.79-91 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Success; Educational Practices; Educational Strategies; College Students; Models; Blended Learning; Instructional Innovation; Teaching Methods; Academic Ability; Capacity Building; Lifelong Learning; Reading Skills; Coaching (Performance); Reflection; Achievement Gains; Control Groups; Experimental Groups; Pretests Posttests; Developmental Studies Programs; Learning Readiness; Underachievement; Statistical Analysis + Suchen Sie Ihr Suchwort? Erfolg; Bildungspraxis; Lehrstrategie; Collegestudent; Analogiemodell; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Life-long learning; Lebenslanges Lernen; Reading skill; Lesefertigkeit; Achievement gain; Leistungssteigerung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lernbereitschaft; Performance deficiency; Leistungsschwäche; Statistische Analyse
Abstract	A paired course model for under-prepared college students incorporates a dual instructional approach, academic skill building and lifelong learning development, to help students do more academically and become stronger lifelong learners. In a reading support course, students improved their reading skills and applied them directly to the paired content course. They also developed lifelong learning attributes through increased self-knowledge (using the Effective Lifelong Learning Inventory), reflection, and coaching. Students showed significant gains in lifelong learning, an 85% success rate in the paired content course, and a higher retention rate than students outside the project with similar SAT critical reading scores. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01