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ABSTRACTIntroductory American government is a common component of college and university core curricula and, as such, it often is taught in large sections. This makes active learning more difficult, which may contribute to student dissatisfaction and lower levels of student achievement. In turn, this can affect larger issues of university retention. This article considers whether different models of instruction in large classes affect student success and satisfaction. We compare a lecture-only class and one that combined lectures with smaller student breakout sessions. To our surprise, we found that students in the breakout—lecture class were not more satisfied and did not succeed at higher levels as compared to their peers in the lecture-only class. Above all, attendance is the key predictor of student success.

A Rose by Any Other Name: A Common Language and Understanding of Learning Mindsets / Doug Daugherty and Tim Steenbergh -- The Implications of Learning Mindsets for the First-Year Experience and Other Key Transitions / Bryce Bunting -- Creating a Campus Culture That Supports Belonging, Mindset, and Resilience / Latoya Lewis -- What Do Mindset and Belonging Interventions Look Like in the Classroom? / Amy Baldwin -- Mindset Interventions to Close the Achievement Gap / Doug Daugherty and Tim Steenbergh -- Professional Development for Belonging, Growth Mindset, and Resilience / Latoya Lewis -- Creating an Assessment Plan for Learning Mindset Interventions / Amy Baldwin.

In this study written materials such as school textbooks were used to find out if the Read, Encode, Annotate, and Ponder (REAP) technique can create a significant difference in learning success compared to the classical method. A pretest-posttest equivalent control group research model
was used. The study sample was composed of 59 students enrolled in an elementary school teacher-training program in 2008-2009 fall term. Data were obtained qualitatively. According to findings, students' learning success levels were significantly higher in the group in which REAP techniques
were used, compared to the classical method group.

Nearly sixteen years into the new democracy, student success at South African universities continues to be differentiated along lines of race. The tendency has been to define the problem in terms of student deficit. This article suggests that this is a limited view of a complex problem. The study investigates the case of a South African universitys engineering department and its historical struggle with the success of black students. It is an exploration of students progression through a design course and the associated pedagogical realities. Using a social realist approach, this study shows that the higher education environment is a complex of necessary contradictions which create a situational logic for agents. In the process of navigating the inconsistencies of a system in which academic development and quality assurance work against each other, it seems that black students get caught in the middle, with deleterious consequences for the countrys transformative agenda.

This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD's School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students' transitions.

Set within the context of the current fiscal and political climates, community colleges have received growing attention with their role being articulated as critical to economic recovery. Recent initiatives have heightened the expectations placed on community colleges to improve institutional efficiency and effectiveness in addressing the nation's workforce needs and increasing degree attainment rates. This emphasis on community colleges creates an opportunity for this sector of higher education to better define assessment measures to guide data-driven decisions. To inform these efforts, this study aims to provide a better understanding of the institutional factors that promote persistence, particularly in the areas that may be within the discretion of community college leaders to initiate change. Community college scholarship has contributed greatly to an understanding of the student experiences that promote successful outcomes, yet these inquiries struggle to provide a more sophisticated understanding of institutional contexts. The Beginning Postsecondary Students (BPS) Longitudinal Study is utilized in this study to examine a nationally representative sample of 5,410 community college students, following their trajectories from initial enrollment in postsecondary educational in 2003-04 through 2009. The study offers a unique perspective in examining students' mobility by accounting for every institution attended in students' 6-year trajectories, which resulted in an institutional sample of 1,584 colleges. After an extensive search of the literature, this study appears to be one of the first in the field of higher education to date to utilize multiple membership random effect modeling (MMREM) in applied research on college students. Advancing the statistical inquiry is particularly critical for community college research, because 2-year students have the highest student mobility rates nationally (National Student Clearinghouse Research Center [NSCRC], 2012b). Furthermore, with the improved accuracy in estimates, researchers seeking to contribute to the national dialogue on community college accountability should be confident in their capacity to publish findings with a high degree of confidence.In addition to informing research, the results have implications for theory, practice, and policy. Institutional effects were identified in several areas where strategic decisions could be made to implement change, regarding the percentage of part-time faculty, distance learning offerings, and career placement services. Perhaps the most informative results come from the many student-level and college-level findings that point to the critical role of intentional efforts to engage students through academic integration, involvement, and interaction. Paired with these conclusions is the finding that larger investments in academic support expenditures have a strong positive impact on persistence. Higher education decision-makers need to evaluate their prioritizing of funds to determine ways to minimize nonacademic overhead and support costs to be able to divert more resources to academic support. This research clearly highlights the importance for a variety of community college stakeholders to better understand the relationship between institutional efforts and student outcomes.

When Wanda Hankins Dean was enrolled as an English major at Virginia Polytechnic Institute and State University, she didn't expect to stay on at the university through retirement. She wouldn't have predicted she would be the university's registrar by the time she was 29 or that after 30 years in that position she would create an enrollment management unit for the institution.

This study investigated how education policy influences student success, and if there are linkages between K-12 education policy and higher education. Historically, education has primarily been a function of state and local governments. The role of the federal government drastically changed with the passage of the No Child Left Behind Act in 2001. This thesis focused on the influence of No Child Behind on several indicators of student success in K-12 and postsecondary education. All fifty states were examined in this study. This approach is rather unusual since it is typical to focus on one state or a small group of states. In addition to the state level analyses, macro analyses were also conducted to generate sounder policy prescriptions. This study tested three primary research questions. The first research question tested possible changes in several measures of student success since the implementation of No Child Left Behind. The second research question analyzed the relationship between K-12 education policy and higher education. The third research question addressed the possibility that state education reforms have had an impact on test scores, graduation rates, and college enrollment. Findings showed that K-12 test scores have improved on the national level since the implementation of No Child Left Behind, but there are several states that have witnessed a decline in test scores since legislation was enacted. There was no relationship between the state reforms and the variables that measured student success. Based on the findings, policy prescriptions were generated for both leaders within education and policymakers. ; 2009-05-01 ; M.A. ; Sciences, Department of Political Science ; Masters ; This record was generated from author submitted information.

This report shows how in order to improve success outcomes in higher education, colleges and universities need to focus on personal relationships as a means to increase retention, recruitment, and transition outcomes and support among all students, particularly for minority males in STEM. In this regard, the strategies, as implemented at the four different sites, suggest student success is highly contingent on supportive institutional contexts and response to students individual backgrounds. ; Association of Public and Land-Grant Universities