An Investigation of Placement Measures and Student Performance in a Co-Requisite Mathematics Pathway

Autor/inn/en	Finder-Atkins, Charlene; Stockdale, Christopher L.
Titel	An Investigation of Placement Measures and Student Performance in a Co-Requisite Mathematics Pathway
Quelle	In: Research & Teaching in Developmental Education, 33 (2017) 2, S.5-20 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-3364
Schlagwörter	Remedial Mathematics; Student Placement; Academic Achievement; College Mathematics; Grade Point Average; College Entrance Examinations; Undergraduate Students; Models; ACT Assessment + Suchen Sie Ihr Suchwort? Schülerpraktikum; Schulleistung; Aufnahmeprüfung; Analogiemodell; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Low success rates in developmental mathematics courses have caused a growing concern for many institutions including four-year universities. As a result, institutions have adopted various course redesign models intended to improve developmental mathematics course completion rates. The co-requisite model of instruction is one alternative pathway for students with developmental needs. This model allows students to enroll in the required general education gateway mathematics course concurrent with a developmental mathematics lab, offering student-centered instruction and just-in-time support for student learning. This study contributes to the current body of knowledge by investigating relationships between possible placement variables and student performance in the co-requisite model. (As Provided).
Anmerkungen	New York College Learning Skills Association. Web site: http://www.nyclsa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01