Examining the Retention of Nontraditional Latino(a) Students in a Career-Based Learning Community

Autor/inn/en	Sandoval-Lucero, Elena; Maes, Johanna B.; Chopra, Ritu V.
Titel	Examining the Retention of Nontraditional Latino(a) Students in a Career-Based Learning Community
Quelle	In: Journal of Hispanic Higher Education, 10 (2011) 4, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192711414909
Schlagwörter	Student Evaluation; Graduation Rate; Educational Objectives; Outcomes of Education; Bilingual Teachers; Grants; Academic Persistence; Academic Achievement; Nontraditional Education; Teacher Education; Hispanic Americans; Financial Support; Teacher Aides; Social Support Groups + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Grant; Finanzielle Beihilfe; Schulleistung; Non-traditional education; Alternative Erziehung; Lehrerausbildung; Lehrerbildung; Hispanic; Hispanoamerikaner; Finanzielle Förderung; Handreichung; Lehrerhilfe; Social support; Soziale Unterstützung
Abstract	Learning communities are designed to increase student persistence and academic achievement and are a retention strategy to increase these outcomes for 1st-year college students. This article examines the educational outcomes for a learning community specifically designed for nontraditional Latina(o) students enrolled in a grant-funded program to become bilingual teachers. The learning community model was a grant objective. Student evaluations, retention, and graduation rates were analyzed to examine the effectiveness of the learning community. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10