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Students' experiences and perception...

Craig, Marva Migol.

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Students' experiences and perceptions of developmental and prescriptive academic advisement at an urban community college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' experiences and perceptions of developmental and prescriptive academic advisement at an urban community college./
作者:	Craig, Marva Migol.
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4326.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3117837

Students' experiences and perceptions of developmental and prescriptive academic advisement at an urban community college.
Craig, Marva Migol.

Students' experiences and perceptions of developmental and prescriptive academic advisement at an urban community college. - 156 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4326.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

This study was designed to evaluate the style of academic advisement preferred by first-term first-year students and the style of academic advisement experienced by graduating students at a North-East Urban Community College (NEUCC). The study was influenced by the works of Burns Crookston, who suggests that academic advisement styles are generally approached from a prescriptive or a developmental point of view. The study was guided by research questions that included four variables: age, gender, ethnicity, and academic performance. The Academic Advisement Inventory (AAI) survey, was used to obtain quantitative data from the students. Focus group interviews were used to collect qualitative information from the subjects. Two hundred fifty first-term first-year students and 415 potential graduates participated in the study.Subjects--Topical Terms:

1018008
Education, Community College.

Students' experiences and perceptions of developmental and prescriptive academic advisement at an urban community college.
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245 1 0 $a Students' experiences and perceptions of developmental and prescriptive academic advisement at an urban community college.
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4326.
500 $a Sponsor: Joseph Hankin.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a This study was designed to evaluate the style of academic advisement preferred by first-term first-year students and the style of academic advisement experienced by graduating students at a North-East Urban Community College (NEUCC). The study was influenced by the works of Burns Crookston, who suggests that academic advisement styles are generally approached from a prescriptive or a developmental point of view. The study was guided by research questions that included four variables: age, gender, ethnicity, and academic performance. The Academic Advisement Inventory (AAI) survey, was used to obtain quantitative data from the students. Focus group interviews were used to collect qualitative information from the subjects. Two hundred fifty first-term first-year students and 415 potential graduates participated in the study.
520 $a The results of the study showed that 98.4% of first-term first-year students at NEUCC preferred developmental academic advisement and 81.0% of the graduating students experienced developmental academic advisement. In general, the findings add much needed information about one segment of higher education that is underserved by research: community college students. In particular, the information gathered from the study can be used to devise suggestions for practical enhancements or changes that may be implemented at NEUCC to improve academic advisement at the college.
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