scholarly journals Teaching Academically Underprepared Postsecondary Students

2019 ◽  
Vol 43 (1) ◽  
pp. 363-393 ◽  
Author(s):  
Dolores Perin ◽  
Jodi Patrick Holschuh
Keyword(s):  
Developmental Education ◽  
Postsecondary Education ◽  
Strategy Instruction ◽  
The United States ◽  
Underprepared Students ◽  
Future Research ◽  
Postsecondary Students ◽  
Multiple Literacies ◽  
Academically Underprepared ◽  
Education Courses

Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

scholarly journals Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

2021 ◽  
pp. 1-12
Author(s):  
Emily Tarconish ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Ashley Taconet ◽  
Carl Coelho
Keyword(s):  
Postsecondary Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Brain Injuries ◽  
Disability Services ◽  
Future Research ◽  
Postsecondary Students ◽  
Education Professionals ◽  
Concussion Management ◽  
Rigorous Research

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

scholarly journals Postsecondary Education, Neighborhood Disadvantage, and Crime: An Examination of Life Course Relative Deprivation

2018 ◽  
Vol 65 (2) ◽  
pp. 215-238 ◽  
Author(s):  
Christopher R. Dennison ◽  
Raymond R. Swisher
Keyword(s):  
Postsecondary Education ◽  
Relative Deprivation ◽  
Educational Inequality ◽  
Neighborhood Disadvantage ◽  
The United States ◽  
Future Research ◽  
Adult Health ◽  
Educational Mobility ◽  
Downward Mobility ◽  
Comparison Theory

The growing importance of a college degree for economic stability, coupled with increasing educational inequality in the United States, suggest potential criminogenic implications for downward educational mobility. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), this article examines the associations between intergenerational educational mobility, neighborhood disadvantage in adulthood, and crime. Drawing on the few extant studies of educational mobility and crime, as well as social comparison theory, it tests whether the consequences of downward educational mobility are moderated by neighborhood contexts. Results suggest that downward mobility is associated with increases in crime, and most strongly in more advantaged neighborhoods. The implications of these findings for future research on social mobility, education, and crime are discussed.

Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities

Inclusion ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 163-179
Author(s):  
Grace L. Francis ◽  
Alexandra S. Reed ◽  
Maureen E. Howard
Keyword(s):  
United States ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
The United States ◽  
Future Research ◽  
Positive Interactions ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs ◽  
Transition Outcomes

Abstract Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.

Student Self-Determination following Developmental Education Reform in Florida's Community Colleges

2020 ◽  
Vol 122 (1) ◽  
pp. 1-32
Author(s):  
Rebecca L. Brower ◽  
Tamara Bertrand Jones ◽  
Shouping Hu ◽  
Toby J Park-Gaghan
Keyword(s):  
Developmental Education ◽  
Multiple Case Study ◽  
Case Analysis ◽  
The Self ◽  
Self Determination ◽  
Underprepared Students ◽  
Academically Underprepared ◽  
State Colleges ◽  
Multiple Case

Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence underprepared students’ feelings of autonomy, competence, and relatedness with campus personnel? (2) In their interactions with underprepared students in Florida's state colleges, what did campus personnel regard as the influence of a policy change on students’ feelings of autonomy, competence, and relatedness with staff? Research Design This study employs a multiple case study research design. The three cases represent nonexempt students in DE (the remainers), exempt students in DE (the compliers), and exempt students in first-level credit-bearing courses (the defiers). Over a four-year period, 36 two-day site visits to 21 institutions were completed. The research team conducted 13 individual interviews and 179 semistructured focus groups with 239 administrators, 284 faculty, 215 advisors, 23 support staff, and 378 students, resulting in data from 1,139 total participants. We developed an evolving coding framework with a priori and emergent codes. Initial propositions were developed during a within-case analysis, and then a cross-case analysis was performed to summarize patterns across all three cases. The trustworthiness of the qualitative interpretations was established through triangulation, member checking, and peer debriefing. Conclusions Our findings suggest that students eligible to bypass DE enjoyed the autonomy of choosing their own course level, whereas those still required to take DE were stigmatized by their placement. For students able to enter directly into college-level coursework, feelings of competence and relatedness with campus personnel were closely tied to their academic performance in the more rigorous coursework. Three potential areas for institutional improvement were identified to support the self-determination needs of underprepared students: curriculum, professional development for campus personnel, and out-of-class interaction between staff and students. When students perform poorly in coursework, informational feedback that gives students specific hints about where and how to improve are far more effective than evaluative feedback alone. Professional development for faculty, advisors, and other campus personnel can help those who interact frequently with academically underprepared students better fulfill their self-determination needs. Students suggested that out-of-class interactions fostered stronger feelings of relatedness with campus personnel.

Accelerating to Success: The Impact of Florida's Developmental Education Reform on Credit Accumulation

2020 ◽  
Vol 122 (12) ◽  
pp. 1-38
Author(s):  
Christine G. Mokher ◽  
Toby J. Park-Gaghan ◽  
Shouping Hu
Keyword(s):  
Student Success ◽  
Education Reform ◽  
Developmental Education ◽  
Support Services ◽  
Underprepared Students ◽  
First Year ◽  
College Level ◽  
The Impact ◽  
Education Courses

Background/Context Underprepared students at community colleges are often assigned to a sequence of developmental education courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida implemented a comprehensive reform under Senate Bill (SB) 1720 that allowed the majority of incoming students to enroll directly into college-level courses, while remaining developmental education courses were offered in new instructional modalities that were designed to be completed more quickly than traditional semester-long courses. Colleges provided extensive advising and academic support services intended to help students succeed while progressing at a more accelerated pace. Purpose/Objective/Research Question/Focus of Study In this study, we examined the impact of Florida's developmental education reform on early momentum. More specifically, we defined early momentum as student success in early outcomes (such as the number of credits attempted and earned), which may set students on a promising long-term trajectory on subsequent postsecondary outcomes. Population/Participants/Subjects Our sample included all first-time-in-college students enrolled in all 28 public state colleges. We included three cohorts of students before the reform and up to three cohorts of students after the reform. Each cohort consisted of approximately 70,000 students. Research Design We used an interrupted time series design to compare student outcomes three years before the reform with those up to three years after the reform. Our outcome variables, measured one and three years following initial college enrollment, represented continuous indicators for the number of college-level credits attempted and the number of college-level credits earned. We also examined whether the data revealed heterogeneity in the reform's impacts by race/ethnicity, family income status, and level of high school academic preparation. Findings/Results We found small positive effects on all outcomes, indicating that the reform accelerated student success in both the short term and longer term. The impacts of the reform were even greater for Black, Hispanic, Indigenous, low-income, and underprepared students (particularly in the first year), thus reducing existing achievement gaps. Conclusions/Recommendations Florida's SB 1720 consisted of a complementary set of reform efforts that may together have a larger impact than any single component alone. The results suggest that initial momentum gains in the first year may have set some students on a more successful long-term trajectory, particularly those most likely to be assigned to developmental education before the reform. Colleges should continue to provide comprehensive student support services to help students succeed while progressing at a more accelerated pace.

scholarly journals Language Counseling Trends: Implications for Beginning Language Learner Strategy Instruction

2012 ◽  
pp. 438-451 ◽  
Author(s):  
Erin O’Reilly
Keyword(s):  
Self Regulation ◽  
Strategy Instruction ◽  
The United States ◽  
Arabic Language ◽  
Language Learner ◽  
Future Research ◽  
Exploratory Research ◽  
Practical Applications ◽  
Foreign Language Learners ◽  
Axial Coding

This paper summarizes a qualitative, exploratory research project using archival data from language counseling reports written for adult, Arabic foreign language learners (N = 19) enrolled in weeks 1 – 10 of an intensive, academic Arabic language program at a West Coast school in the United States who attended a language counseling session at a self-access center. The goal was to analyze reports for possible trends in students’ needs using Oxford’s (2011) Strategic Self-Regulation (S2R) model as a framework to better inform targeted strategy instruction for this population. The study used a two-cycle coding method. Descriptive codes were developed using a constant-comparison approach for first cycle coding. An axial coding approach was used for the second cycle, where the descriptive codes were collapsed into four major themes analyzed using frequency counts. Results indicated that students struggled with vocabulary, aural input discrimination, study management, and stress. Discussion includes practical applications for language counselors. Limitations and suggestions for future research related to trend analysis and the S2R model in language counseling are discussed.

scholarly journals Comprehending the Cost

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Z. W. Taylor
Keyword(s):  
The United States ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Postsecondary Students ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
Policy Practice ◽  
The Cost ◽  
Academic Year

As the cost of college rises, students and their families seek new ways to save money. Application fee waivers are offered by many postsecondary institutions in the United States, but higher education as a field has not examined whether or not the application fee waiver statement published on each institution’s website is readable. This study examined the readability of application fee waiver statements of the public and private institutions charging the highest undergraduate application fees for the 2015-2016 academic year (n = 39). The results suggest that the majority of application fee waiver statements are unreadable by prospective postsecondary students, and no statements were translated into a language other than English. Implications for policy, practice, and future research are addressed.

Refining Evidence-Based Treatments for Late-Life Depression

GeroPsych ◽  
2015 ◽  
Vol 28 (2) ◽  
pp. 67-76
Author(s):  
Grace C. Niu ◽  
Patricia A. Arean
Keyword(s):  
Older Adults ◽  
Mental Illness ◽  
Brain Plasticity ◽  
Late Life ◽  
Aging Population ◽  
The United States ◽  
Future Research ◽  
Evidence Based ◽  
Late Life Depression ◽  
Evidence Based Treatments

The recent increase in the aging population, specifically in the United States, has raised concerns regarding treatment for mental illness among older adults. Late-life depression (LLD) is a complex condition that has become widespread among the aging population. Despite the availability of behavioral interventions and psychotherapies, few depressed older adults actually receive treatment. In this paper we review the research on refining treatments for LLD. We first identify evidence-based treatments (EBTs) for LLD and the problems associated with efficacy and dissemination, then review approaches to conceptualizing mental illness, specifically concepts related to brain plasticity and the Research Domain Criteria (RDoc). Finally, we introduce ENGAGE as a streamlined treatment for LLD and discuss implications for future research.

A Silenced Population

Crisis ◽  
2017 ◽  
Vol 38 (6) ◽  
pp. 433-442 ◽  
Author(s):  
Kim Gryglewicz ◽  
Melanie Bozzay ◽  
Brittany Arthur-Jordon ◽  
Gabriela D. Romero ◽  
Melissa Witmeier ◽  
...  
Keyword(s):  
At Risk ◽  
Depressive Symptomatology ◽  
The United States ◽  
Future Research ◽  
At Risk Youth ◽  
Peer Relationship ◽  
Student Records ◽  
Cross Sectional ◽  
Increased Risk ◽  
Method Student

Abstract. Background: Given challenges that exceed the normal developmental requirements of adolescence, deaf and hard-of-hearing (DHH) youth are believed to be at elevated risk for engaging in suicide-related behavior (SRB). Unfortunately, little is known about the mechanisms that put these youth potentially at risk. Aims: To determine whether peer relationship difficulties are related to increased risk of SRB in DHH youth. Method: Student records (n = 74) were retrieved from an accredited educational center for deaf and blind students in the United States. Results: Peer relationship difficulties were found to be significantly associated with engagement in SRB but not when accounting for depressive symptomatology. Limitations: The restricted sample limits generalizability. Conclusions regarding risk causation cannot be made due to the cross-sectional nature of the study. Conclusion: These results suggest the need for future research that examines the mechanisms of the relationship between peer relationship difficulties, depression, and suicide risk in DHH youth and potential preventive interventions to ameliorate the risks for these at-risk youth.

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