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A case study of the relationship bet...

Hogan, Carolyn J.

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A case study of the relationship between teacher's perception, classroom experience, and retention of nontraditional college students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of the relationship between teacher's perception, classroom experience, and retention of nontraditional college students./
Author:	Hogan, Carolyn J.
Description:	150 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1274.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130839
ISBN:	0496780875

A case study of the relationship between teacher's perception, classroom experience, and retention of nontraditional college students.
Hogan, Carolyn J.

A case study of the relationship between teacher's perception, classroom experience, and retention of nontraditional college students. - 150 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1274.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2004.

Retention is an increasing concern in higher education, especially for the growing population of nontraditional students, a group that tends to leave college at a higher rate than traditional students as a result of barriers, personal situations, and learning differences. Since most nontraditional students commute, the majority of their interaction with the college takes places with the teacher in the classroom. The purpose of this study was to determine how teachers identify students who are at-risk of leaving school, what they do as a result, and the role of teachers in a student's decision to stay in college or leave.

ISBN: 0496780875Subjects--Topical Terms:

543175
Education, Higher.

A case study of the relationship between teacher's perception, classroom experience, and retention of nontraditional college students.
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100 1 $a Hogan, Carolyn J. $3 1939749
245 1 2 $a A case study of the relationship between teacher's perception, classroom experience, and retention of nontraditional college students.
300 $a 150 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1274.
500 $a Chair: Harold Beder.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2004.
520 $a Retention is an increasing concern in higher education, especially for the growing population of nontraditional students, a group that tends to leave college at a higher rate than traditional students as a result of barriers, personal situations, and learning differences. Since most nontraditional students commute, the majority of their interaction with the college takes places with the teacher in the classroom. The purpose of this study was to determine how teachers identify students who are at-risk of leaving school, what they do as a result, and the role of teachers in a student's decision to stay in college or leave.
520 $a This qualitative study used interviews and observations to gather and analyze data from teachers and students. The sample consisted of all four full-time faculty teaching the introductory computer course at a technical commuter college Each teacher was asked to identify at least three students whom they believed to be at-risk. The researcher also identified at least one other at-risk student in each class. These students were interviewed and observed to identify interactions with the teacher that might have an impact on retention. Concepts that emerged from interviews, observations, field notes, and on-going dialogues were categorized, refined, and critically analyzed for dominant patterns and themes.
520 $a Although teachers were concerned about the lack of skills and preparation of the entry-level class, a major finding was that the teachers in this study had very little interaction with their entry-level students other than on the instructional or administrative levels. Believing that many would drop out, teachers said they neither had the time nor was it their responsibility to intervene. Rather than form personal connections, teachers established and enforced rules and regulations and used standardized markers such as attendance and grades to identify at-risk students. Students were expected to comply with the standards, and both teachers and students believed it would be the students, own fault if they failed. In reality, many of these nontraditional students were at-risk and required more help than what was being provided. A more personalized environment might have helped students stay in college.
590 $a School code: 0190.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Community College. $3 1018008
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710 2 0 $a Rutgers The State University of New Jersey - New Brunswick. $3 1017590
773 0 $t Dissertation Abstracts International $g 65-04A.
790 1 0 $a Beder, Harold, $e advisor
790 $a 0190
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130839