Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Administration and Supervision (243)
- Higher Education Administration (243)
- Adult and Continuing Education Administration (60)
- Adult and Continuing Education and Teaching (60)
- Medicine and Health Sciences (43)
-
- Social and Behavioral Sciences (35)
- Nursing (25)
- Community College Education Administration (21)
- Community College Leadership (21)
- Arts and Humanities (19)
- Curriculum and Instruction (16)
- Psychology (15)
- Bilingual, Multilingual, and Multicultural Education (14)
- Public Affairs, Public Policy and Public Administration (13)
- Business (12)
- Instructional Media Design (12)
- Educational Methods (9)
- Educational Psychology (9)
- Public Health (9)
- Public Health Education and Promotion (9)
- Race, Ethnicity and Post-Colonial Studies (9)
- Educational Assessment, Evaluation, and Research (8)
- Other Education (8)
- African American Studies (6)
- Business Administration, Management, and Operations (6)
- Management Sciences and Quantitative Methods (6)
- Public Policy (6)
- Keyword
-
- Retention (26)
- Higher education (23)
- Higher Education (11)
- Community college (10)
- Persistence (9)
-
- Professional development (9)
- College (7)
- Andragogy (6)
- Community College (6)
- Attrition (5)
- Nursing (5)
- Self-efficacy (5)
- Academic performance (4)
- Culture (4)
- Developmental (4)
- Distance education (4)
- Faculty (4)
- Hispanic (4)
- Leadership (4)
- Nontraditional students (4)
- Nursing students (4)
- Program Evaluation (4)
- Student (4)
- Student engagement (4)
- Student success (4)
- Adult education (3)
- African American (3)
- Assessment (3)
- Bridge Program (3)
- Collaboration (3)
Articles 241 - 244 of 244
Full-Text Articles in Higher Education and Teaching
Social Construction Of Knowledge In A Semiformal, Long -Term Learning Environment: A Qualitative Study, Alycia Harris
Social Construction Of Knowledge In A Semiformal, Long -Term Learning Environment: A Qualitative Study, Alycia Harris
Walden Dissertations and Doctoral Studies
Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means of evaluating discourse for social construction of knowledge, is comprised of five phases: (a) sharing and comparing, (b) disagreement, (c) negotiation and co-construction of new knowledge, (d) testing of knew knowledge, and (e) use or phrasing of new knowledge. There is a paucity of research that has empirically explored social construction of knowledge, especially in an extended semiformal asynchronous graduate learning experience. This study explored two research questions: whether social construction of knowledge took place, and …
The Impact Of A First -Year Learning Community On Student Persistence: Perceptions Of Community College Students, David Gerkin
The Impact Of A First -Year Learning Community On Student Persistence: Perceptions Of Community College Students, David Gerkin
Walden Dissertations and Doctoral Studies
This descriptive case study explored the perceptions of former community college first year learning community participants on aspects of their learning community experience that affected their persistence in college using Astin's student involvement theory and Tinto's student persistence model as a conceptual framework. Learning communities have been shown to increase student persistence, but little is known about how they do so. A better understanding of how learning communities contribute to increased student persistence would improve learning community practice and gain administrative support for learning communities. This study used a mixed methods research design utilizing both qualitative and quantitative data. Qualitative …
Effects Of Mentoring Preservice Teachers On Inservice Teachers In Professional Development School Environments, Marianne Pratschler
Effects Of Mentoring Preservice Teachers On Inservice Teachers In Professional Development School Environments, Marianne Pratschler
Walden Dissertations and Doctoral Studies
Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of …
Understanding And Application Of Learning College Concepts Among Community College Support Staff Employees, Laura E. Weidner
Understanding And Application Of Learning College Concepts Among Community College Support Staff Employees, Laura E. Weidner
Walden Dissertations and Doctoral Studies
Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretical framework combining Learning College, change, and organizational culture theories. Data were collected from a purposive …