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Student Outcomes and Retention Data ...

Potter, Cory Aaron,

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Student Outcomes and Retention Data Use: Exploring Community College Faculty Perception /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student Outcomes and Retention Data Use: Exploring Community College Faculty Perception // Cory Aaron Potter.
作者:	Potter, Cory Aaron,
面頁冊數:	1 electronic resource (367 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31930868
ISBN:	9798315756798

Student Outcomes and Retention Data Use: Exploring Community College Faculty Perception /
Potter, Cory Aaron,

Student Outcomes and Retention Data Use: Exploring Community College Faculty Perception /Cory Aaron Potter. - 1 electronic resource (367 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Faculty members at community colleges in the Achieving the Dream (ATD) network have not consistently used student outcomes and retention data to make classroom changes, despite ATD's focus on helping colleges sustainably engage faculty members to use disaggregated achievement data in decreasing barriers to student success (Cerna et al., 2022). In this qualitative case study, I explored the self-efficacy perceptions of ATD-trained faculty members using student outcomes and retention data to make classroom changes using a semistructured protocol to interview seven full-time and four adjunct faculty participants from a public community college in the southeast region of the United States. I used Bandura's (1977a, 1994) self-efficacy construct as the theoretical framework. Based on participants' responses, I concluded that ATD-trained faculty members: use student outcomes data to inform and guide pedagogical changes and innovate their classrooms; incorporate care, compassion, student engagement, and help in their strategies to assist students to persist; and receive constructive feedback from multiple sources that provides insight into student outcomes and retention data. Negative emotional arousal related to using student outcomes or retention data does not automatically prevent them from trying future classroom changes. Also, their perceived self-efficacy in using student outcomes and retention data to make classroom changes is attributable to their mastery experience because practicing over time helps them know how to use student data. Future research could investigate the types of data, the patterns of data usage, and the extent to which ATD-trained faculty members use various data types to make classroom changes.

English

ISBN: 9798315756798Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Achieving the dream

Student Outcomes and Retention Data Use: Exploring Community College Faculty Perception /
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