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Download full textHeaser, Sara A.; Thoune, Darci L. – Composition Studies, 2020
ENG 100 is a three-credit, graded course designed for students who are enrolled in ENG 110, a three-credit, single semester first year writing (FYW) course. Students in ENG 100 and 110 take six credits of FYW instruction during their first semester at the University of Wisconsin-La Crosse (UWL). ENG 100 focuses on developing academic literacy…
Descriptors: Freshman Composition, Required Courses, School Holding Power, College Freshmen
Direct linkMynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin; Eddinger, Thomas J. – CBE - Life Sciences Education, 2014
Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive "interventions," such as written exam corrections and peer-reviewed writing…
Descriptors: Writing Assignments, Metacognition, Introductory Courses, Biology
Venezia, Andrea; Jaeger, Laura – Future of Children, 2013
The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in…
Descriptors: Transitional Programs, Postsecondary Education, College Preparation, College Readiness
Guthrie, Kate H. – Roeper Review, 2020
What is it like to be a gifted adolescent girl in today's world? Situated in the context of a five-session group activity, called Gifted+Grounded, the purpose of this qualitative inquiry study was to better understand how two groups of gifted adolescent girls (Group 1 = 11, Group 2 = 14; Ages 13-16) made meaning of being "gifted." The…
Descriptors: Females, Student Attitudes, Groups, Summer Programs
Peer reviewedFranklin, Godfrey; And Others – Journal of Educational Technology Systems, 1995
Describes a study conducted at the University of West Florida with the Navy that investigated the effects of cooperative tutoring on academic performance. Treatments for the experimental and control groups are described, and performance based on cognitive style as determined by scores from the Group Embedded Figures Test is discussed. (24…
Descriptors: Academic Achievement, Analysis of Variance, Cognitive Style, Comparative Analysis
