Study on Reorganizing the Academic Support Program for the Humanities and Social Science in National Research Foundation of Korea

2021 ◽  
Vol 6 ◽  
pp. 101-122
Author(s):  
Sung-Ho Kang
Keyword(s):  
Social Science ◽  
Academic Support ◽  
Support Program

Academic Support Program for High-Risk Students

1996 ◽  
Vol 35 (7) ◽  
pp. 331-333
Author(s):  
Brenda S Parkes ◽  
Sharon M Kirkpatrick
Keyword(s):  
High Risk ◽  
Academic Support ◽  
Support Program ◽  
High Risk Students

Removing Barriers

2015 ◽  
pp. 157-174
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

scholarly journals Perceptions of Peer Tutoring at a University in Chile

2020 ◽  
Vol 12 (25) ◽  
pp. 21-38 ◽  
Author(s):  
Silvina Zapata
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Focus Groups ◽  
Learning Outcomes ◽  
Research Study ◽  
Academic Support ◽  
Action Plan ◽  
Well Being ◽  
Support Program ◽  
Self Confidence

The purpose of this Action Research study is to explore students' perceptions of their experience in an Academic Support Program[i] (ASP) implemented in a Chilean university to align students' lack of competencies to the minimum required to be able to succeed. Focus groups were held with 21 participants who revealed that the ASP increased their self-confidence and academic achievement. However, students' level of awareness regarding the benefits of the ASP needs to be improved to promote their participation. The findings will generate an action plan to improve students' learning outcomes and well-being.   [i] Academic Support Program

scholarly journals Advising with a Strong Assessment Component Helps Students Achieve their Educational Goals

1999 ◽  
Vol 19 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Jean Woodbury
Keyword(s):  
New England ◽  
Academic Support ◽  
Educational Evaluation ◽  
Support Program ◽  
Educational Goals ◽  
Learning Approach ◽  
Student Centered ◽  
Responsive Evaluation ◽  
Essential Components ◽  
Facilitated Learning

Advising is a form of teaching that is inherently student centered and works well with a facilitated learning approach. Traditional methods for educational evaluation, such as Ralph W. Tyler's goal-based evaluation, Michael Scriven's goal-free evaluation, and Robert Stake's responsive evaluation, can be employed to determine how well students are achieving their goals. Formative and summative evaluations relying on ongoing communication and campus-wide collaboration are essential components of educational evaluation in advising. This article presents guidelines for evaluation that can be used in a variety of settings and illustrates the process by examining advising in an academic support program at a small New England college.

Removing Barriers

2016 ◽  
pp. 1062-1078
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

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