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Beyond Credit: The Philosophy And Practice Behind A College Freshman Literacy Intervention Course, Jeremy Logsdon, Daniel Super
Beyond Credit: The Philosophy And Practice Behind A College Freshman Literacy Intervention Course, Jeremy Logsdon, Daniel Super
Teacher-Scholar: The Journal of the State Comprehensive University
READ 101 is a college freshman literacy intervention course at a southeastern U.S. regional university created to increase student retention and persistence and to serve as an alternative to the traditional developmental reading model. READ 101 was created within a dedicated university infrastructure and is a credit-bearing course that counts toward student GPA and graduation requirements and is taught by full-time credentialed faculty. It utilizes a philosophy of intervention instead of remediation, requiring that instruction be based upon where students need to be rather than the level at which they currently read. READ 101 is structured around research-based literacy practices. …
Resiliency, Mindset, And Academic Performance: A College Athlete's Perspective, Trisha C. Giacomazzi
Resiliency, Mindset, And Academic Performance: A College Athlete's Perspective, Trisha C. Giacomazzi
Electronic Theses and Dissertations
The problem addressed in this qualitative case study was the low graduation rates self-reported by the National Association of Intercollegiate Athletics institutions when compared to the general student population at a small Christian university in the Southern United States. In this study, I sought to acquire a deeper understanding of the degree to which an athlete’s mindset and psychological resilience influenced their perseverance and academic achievement on their path toward graduation. Utilizing semistructured interviews as the primary data collection method, I used purposive, convenience, and snowball selection methods to enlist a total of 10 participants from a pool of 52 …
Mentoring: The Factors That Contribute To Persistence To Graduation For African American Male K-12 Educators In Predominantly White Institutions (Pwi) In Missouri, Paula Miller
Adult Education Research Conference
This study investigated how mentoring enabled African American male K-12 educators to persist and obtain master’s degrees in predominately White institutions (PWIs) in Missouri.