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Does evaluation make a difference? The effect of evaluation on remedial education in Florida's community colleges
Title
Does evaluation make a difference? The effect of evaluation on remedial education in Florida's community colleges.
Creator
Lyes-MacLachlan, Shari., Florida Atlantic University, Leip, Leslie A., Nyhan, Ronald C., Holden, Eileen
Abstract/Description
Throughout the nation, many community college students arrive at the doors of public higher education without college-level skills. As the need for remediation over the years has grown, the controversy over who should be responsible for it---and whether it should be provided at all---has also grown. In Florida, more than 60 percent of all incoming college students must enroll in one or more remediation courses in the areas of reading, writing, or mathematics. Florida law requires students to...
Show moreThroughout the nation, many community college students arrive at the doors of public higher education without college-level skills. As the need for remediation over the years has grown, the controversy over who should be responsible for it---and whether it should be provided at all---has also grown. In Florida, more than 60 percent of all incoming college students must enroll in one or more remediation courses in the areas of reading, writing, or mathematics. Florida law requires students to take non-credit "College-Preparatory" classes if they score below mandated cut-off scores on state-approved placement tests. The central theory of this study is that ongoing, comprehensive and systematic evaluation that is effectively communicated and utilized in Florida's colleges can make a significant contribution to the College Preparatory program. While this study examines budgetary factors and student achievement rates, it focuses particularly on evaluation, the extent to which evaluation is being performed in the College Preparatory program, and how that evaluation throughout the state has changed over a five-year period. The study identifies four general areas of evaluation: (1) student-level evaluation, (2) program-level evaluation, (3) evaluation via communication in the organization and (4) utilization of evaluation in the organization. It analyzes the relationship between each area and the perceptions that faculty, administrators and staff have of remedial program success, and it distinguishes among faculty, administrator and staff perceptions of evaluation and preparatory program success. In the end, it is the synthesis of the four general areas of evaluation, along with input from its various stakeholders, which result in effects on remedial education.
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Date Issued
2004
PURL
http://purl.flvc.org/fau/fd/FADT12105
Subject Headings
Curriculum evaluation, Community colleges--Evaluation, Education--Research--Methodology, Remedial teaching--Evaluation
Format
Document (PDF)
effects of a community language learning/comprehension processing strategies model on second language reading comprehension
Title
The effects of a community language learning/comprehension processing strategies model on second language reading comprehension.
Creator
Shames, Roberta., Florida Atlantic University, Messmore, Peter
Abstract/Description
The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of...
Show moreThe purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/12575
Subject Headings
English language--Study and teaching--Foreign speakers, Community education--Evaluation, Curriculum evaluation
Format
Document (PDF)
Technology and fifth grade teaching
Title
Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
Creator
Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3329831
Subject Headings
Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
Format
Document (PDF)
The effect of a student achievement curriculum on grade 9 completion rate and student engagement
Title
The effect of a student achievement curriculum on grade 9 completion rate and student engagement.
Creator
Renda, Melissa Rose, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of...
Show moreThe purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of Florida who are below reading proficiency. School A served as the treatment group (n=98) and School B served as the comparison group (n=99). Certified school counselors in the treatment group implemented five, 45 minute SSS lessons and three booster lessons after being trained in the manualized use of the program and other related study procedures. A quasi-experimental pretest posttest research design was employed to examine the impact of the SSS classroom program on grade 9 completion rate and student engagement. The unit of analysis was individual grade 9 students. Grade 9 completion rate was measured by academic credits. Student engagement was measured by attendance rate and the Student Engagement in School Success Skills (SESSS) instrument.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004322, http://purl.flvc.org/fau/fd/FA00004322
Subject Headings
Achievement in education, Counseling in middle school education, Curriculum planning, Education -- Aims and objectives, Educational counseling, Educational evaluation, Motivation in education
Format
Document (PDF)
Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs
Title
Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
Creator
Casey, Deborah A., Florida Atlantic University, Floyd, Deborah L.
Abstract/Description
The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences....
Show moreThe purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities. The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12208
Subject Headings
Academic achievement--Psychological aspects, Resilience (Personality trait), Prediction of scholastic success, Curriculum-based assessment, Community colleges--Curricula--Evaluation
Format
Document (PDF)