Literaturnachweis - Detailanzeige
Autor/inn/en | Sublett, Cameron; Orenstein, Ari |
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Titel | An Eye toward Equity: Redesigning Course Scheduling within Guided Pathways Reform Efforts |
Quelle | In: Community College Journal of Research and Practice, 47 (2023) 2, S.139-156 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sublett, Cameron) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1066-8926 |
DOI | 10.1080/10668926.2021.1982795 |
Schlagwörter | Scheduling; Courses; Community Colleges; Two Year College Students; Course Selection (Students); Equal Education; Success; Educational Change; Program Design; Program Implementation; Barriers; Educational Attainment; Class Organization; Teaching Methods; Educational Strategies; Student Experience; Planning; Academic Support Services Disposition; Kursangebot; Community college; Community College; Course selection; Student; Students; Kurswahl; Erfolg; Bildungsreform; Programme design; Programmaufbau; Programmplanung; Bildungsabschluss; Bildungsgut; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Studienerfahrung; Ablaufplanung; Planungsprozess |
Abstract | While community colleges excel at expanding postsecondary enrollments, these institutions often struggle to help students succeed. A chorus of school leaders and policymakers increasingly agree that broad-based, comprehensive organizational change is needed to drastically improve community college student success and equity. The Guided Pathways reform model has been increasingly adopted in recent years by institutions looking to usher in such change. This paper explores an important but overlooked aspect of guided pathways reforms: course scheduling practices and how such practices can be redesigned to improve the experiences and outcomes of racially minoritized student groups. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |