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Full-Text Articles in Education
The Influences Of Interaction On The Satisfaction, Achievement, And Retention Of Developmental Community College Students, Elizabeth Copeland Wilmer
The Influences Of Interaction On The Satisfaction, Achievement, And Retention Of Developmental Community College Students, Elizabeth Copeland Wilmer
Educational Leadership & Workforce Development Theses & Dissertations
The purpose of this study was to examine the influence of social and academic interaction, demographic characteristics, social and academic adjustment, and learning communities on the satisfaction, achievement, and retention of developmental English community college students.
The literature presented discusses the retention theories of Tinto, Astin, and Bean and their overlapping ideas on persistence. A common thread among these theories is the role of academic and social interaction on the personal development, satisfaction, achievement, and retention of students. Learning communities represent one academic structure that has proven effective in increasing the level of academic and social interaction. Unfortunately, the existing …
The Preferred Classroom Environment Of College-Level Business Administration Students In Urban Community Colleges, Thomas J. Cox
The Preferred Classroom Environment Of College-Level Business Administration Students In Urban Community Colleges, Thomas J. Cox
Seton Hall University Dissertations and Theses (ETDs)
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Epistemological Congruency In Community College Classrooms: Effects Of Epistemological Beliefs On Students Experiences, Cheryl Fruge
Epistemological Congruency In Community College Classrooms: Effects Of Epistemological Beliefs On Students Experiences, Cheryl Fruge
LSU Doctoral Dissertations
The purpose of this mixed method study was to explore epistemological beliefs of students as well as those of their instructors to determine how epistemological congruence or incongruence shapes students’ experiences. The term, “epistemological congruency” is introduced to conceptualize the similarities or differences between students’ and teachers’ epistemological beliefs. Further, the study considers how students’ grades, integration into the academic community, and intentions to persist are related to epistemological congruency between teacher and student. Students and faculty at a community college in the Southeastern United States participated in the study. The theoretical framework for this study is based on Tinto’s …