C Problem: Climb or Catastrophe

Autor/inn/en	Hagedorn, Linda Serra; Lester, Jaime; Cypers, Scott J.
Titel	C Problem: Climb or Catastrophe
Quelle	In: Community College Journal of Research and Practice, 34 (2010) 3, S.240-255 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	Community Colleges; At Risk Students; Remedial Instruction; Mathematics Anxiety; Self Efficacy; Mathematics Achievement; Grades (Scholastic); Context Effect; Mathematics Curriculum; College Mathematics; Transcripts (Written Records); Data Analysis; California + Suchen Sie Ihr Suchwort? Community college; Community College; Förderkurs; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Notenspiegel; Auswertung; Kalifornien
Abstract	While community colleges serve as a postsecondary entry point for many "at-risk" students, not many who enroll will be ready or able to participate in college level courses on entry. Statistically, large numbers of community college students require college remediation, and only a handful are able to successfully emerge from the remediation pipeline. Many students find mathematics the most challenging course sequence and frequently report high levels of math anxiety and lower completion rates. Using population data from a large urban district in a western state, this study examined the impact of course grades on subsequent grades within math courses. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10