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Pringle, Njeri M.; Workman, Jamie L.; Arrastia-Chisholm, Meagan C. – Georgia Educational Researcher, 2022
Mathematics anxiety is a reality for many students as a number of community college and four-year university students feel disconnected from math and struggle to pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and…
Descriptors: Mathematics Anxiety, College Mathematics, College Faculty, Mathematics Teachers
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Faggella-Luby, Michael; Gelbar, Nicholas; Dukes, Lyman, III; Madaus, Joseph; Lalor, Adam; Lombardi, Allison – Journal of Postsecondary Education and Disability, 2019
The growing number of individuals with disabilities in higher education is a sign of significant progress toward improving outcomes and equity as intended by federal legislation. However, to successfully meet the demands of the postsecondary environment, students must act as self-regulated, independent learners. Thus, instruction for students with…
Descriptors: Learning Strategies, Students with Disabilities, Outcomes of Education, Learning Disabilities
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Logue, A. W.; Douglas, Daniel; Watanabe-Rose, Mari – Educational Evaluation and Policy Analysis, 2019
Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students' subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level…
Descriptors: Remedial Mathematics, Majors (Students), College Students, Statistics
Pellegrino, Lauren; Lopez Salazar, Andrea; Kalamkarian, Hoori Santikian – Community College Research Center, Teachers College, Columbia University, 2021
In 2015, 26 broad-access two- and four-year colleges from various regions across the nation began steps to adopt or enhance technology-mediated advising practices in an effort to improve the way they support students. These institutions were part of the Bill & Melinda Gates Foundation's Integrated Planning and Advising for Student Success…
Descriptors: Academic Advising, Technology Uses in Education, College Students, Student Experience
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Luebeck, Vanoli; Lindsay, Jennifer – Mathematics Teacher: Learning and Teaching PK-12, 2021
This article describes a carefully structured exploration of formative assessment, conducted in the form of a classroom research experiment. The authors are an instructor and a student in a graduate course that assigned teachers to research formative assessment strategies, implement one or more strategies for several weeks, collect data from…
Descriptors: Mathematics Instruction, Formative Evaluation, Educational Research, Feedback (Response)
Al-Jarf, Reima – Online Submission, 2022
This study investigates grade inflation in 127 language, linguistics, translation, education, and computer courses taught at some Saudi universities before, during and after the Pandemic. Grades obtained from some instructors for courses taught over 8 semesters were analyzed. It was found that between 20% 65% chose a pass/no-grade results, the…
Descriptors: Grade Inflation, Universities, Foreign Countries, COVID-19
Mayer, Alexander; Kalamkarian, Hoori Santikian; Cohen, Benjamin; Pellegrino, Lauren; Boynton, Melissa; Yang, Edith – MDRC, 2019
Integrated Planning and Advising for Student Success (iPASS) is an initiative funded by the Bill & Melinda Gates Foundation to support colleges seeking to incorporate technology into their advising and student services. In iPASS, such technology is intended to increase advising's emphasis on a student's entire college experience, enabling…
Descriptors: Technology Integration, Academic Advising, Academic Support Services, Student Personnel Services
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Lewis, Katherine E.; Sweeney, Gwendolyn; Thompson, Grace M.; Adler, Rebecca M.; Alhamad, Kawla – Insights into Learning Disabilities, 2022
Algebra is a gatekeeper. For the 6% of students with dyscalculia (i.e., mathematical learning disabilities), an inability to pass algebra may significantly limit academic and career opportunities. Unfortunately, prior research on dyscalculia has focused almost exclusively on elementary-aged students' deficits in speed and accuracy in arithmetic…
Descriptors: Algebra, Mathematics Instruction, Learning Disabilities, Students with Disabilities
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Uink, Bep; Hill, Braden; Day, Andrew; Martin, Gregory – Australian Journal of Indigenous Education, 2021
Although there have been repeated calls for empirical evaluations focused on "if" and "how" the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the…
Descriptors: Foreign Countries, Indigenous Populations, College Students, Academic Achievement
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Weisburst, Emily; Daugherty, Lindsay; Miller, Trey; Martorell, Paco; Cossairt, Jana – Journal of Higher Education, 2017
This study assessed alternative course delivery for developmental education (DE) math and student outcomes in community colleges in Texas. We examined 2 innovative interventions: (a) study skills courses offered alongside DE math and (b) DE math courses that are shorter than a full semester. Our model leveraged detailed demographic information and…
Descriptors: Remedial Mathematics, Community Colleges, Outcomes of Education, Educational Innovation
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Ahmed, Md. Dilsad; Konukman, Ferman – Journal of Physical Education, Recreation & Dance, 2022
Thinking of physical education (PE) as "education through the physical" provides adequate opportunities for enhancing necessary life skills such as developing communication and cooperation strategies with peers and helping them set goals. To advocate life skills among students, social inclusion (SI) should be employed in different…
Descriptors: Inclusion, Physical Education, Teamwork, Daily Living Skills
Clemens, Elysia; Moses, Sarah; Lalonde, Trent; Gase, Lauren – Online Submission, 2021
Fostering Opportunities is an innovative student engagement program for middle school and high school students who have experienced foster care. In 2018, Fostering Opportunities was selected through an open, competitive process by the Governor's Office of State Planning and Budgeting to receive implementation funds financed through a hybrid Pay…
Descriptors: Foster Care, Secondary School Students, Attendance Patterns, Academic Achievement
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Asp-Onsjö, Lisa; Öhrn, Elisabet – Education Inquiry, 2015
Boys' (under) achievement is frequently on the agenda in the Nordic countries, like in other parts of the Western world. Theoretical explanations for their lower achievement than girls typically emphasise the dissociation between hegemonic young masculinities and school work. In this paper, we focus on boys' strategies for managing schools…
Descriptors: Foreign Countries, Males, Underachievement, Gender Differences
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Moyer, Jeffrey S.; Warren, Mark R.; King, Andrew R. – Harvard Educational Review, 2020
The use of narratives and storytelling has become an increasingly common strategy in grassroots organizing and advocacy efforts to influence policy change. Drawing on qualitative interviews and observations, Jeffrey Moyer, Mark Warren, and Andrew King present a case study of the successful campaign by Voices of Youth in Chicago Education (VOYCE)…
Descriptors: Story Telling, Advocacy, Public Policy, Correctional Institutions
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Harry, Adam G.; Salvador, Karen – Journal of Music Teacher Education, 2021
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and…
Descriptors: Music Teachers, Teacher Educators, Teacher Role, Critical Thinking
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