Traditionally colleges have relied on standalone non-credit-bearing developmental education (DE) to support students academically and ensure readiness for college-level courses. As emerging evidence has raised concerns about the effectiveness of DE courses, colleges and states have been experimenting with approaches that place students into credit-bearing coursework more quickly. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using a regression discontinuity design and administrative data from the state of Texas. We focus on student characteristics that are related to academic preparation or might signal a student’s likelihood of success or need for additional support and might therefore be factors considered for placement into college-level courses under “holistic advising” or “multiple measures” initiatives. We find heterogeneity in outcomes for many of the measures we examined. Students who declared an academic major designation, had bachelor’s degree aspirations, tested below college readiness on multiple subjects, were designated as Limited English Proficiency (LEP), and/or were economically disadvantaged status were more likely to benefit from placement into college-level math. Part-time enrollment or being over the age of 21 were associated with reduced benefits from placement into college-level math. We do not find any heterogeneity in outcomes for our high school achievement measure, three or more years of math taken in high school.
The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety. 相似文献
Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included. 相似文献
This article presents a case study of quality management for print and electronic resource metadata, summarizing problems and solutions encountered by the Cataloging and Discovery Services Department in the George A. Smathers Libraries at the University of Florida. The authors discuss national, state, and local standards for cataloging, automated and manual record enhancements for data, user feedback, and statewide consortial factors. Findings show that adherence to standards, proactive cleanup of data via manual processes and automated tools, collaboration with vendors and stakeholders, and continual assessment of workflows are key to the management of biblio-graphic data quality in consortial academic libraries. 相似文献
Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times. 相似文献
The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor. 相似文献
This study uses college student survey data and corresponding administrative data on campus recreation facility usage, academic performance, physical education class attendance, and co-curricular participation to examine nonresponse bias in college student surveys. Within the context of the Groves (Public Opin Q 70:646–675, 2006) Alternative Cause Model, we found compelling evidence of the presence of nonresponse error observed as student characteristics related to the survey topic that also explain their response propensity. An individual’s survey response propensity has a statistically significant relationship with their actual behavior for 2 of 3 survey topics. In 11 of the 13 survey questions used to measure the survey topic behaviors, we found statistically significant differences between the respondent and nonrespondent behavioral measures. These findings hold important implications for survey researchers and those using student surveys for high-stakes accountability measures because survey summary statistics may not be generalizable to the target population.
