東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Evaluating an Academic Bridge Progra...

Yingling, Leslie.

FindBook

Google Book

Amazon

博客來

Evaluating an Academic Bridge Program Using a Mixed Methods Approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating an Academic Bridge Program Using a Mixed Methods Approach./
作者:	Yingling, Leslie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10812869
ISBN:	9780355911534

Evaluating an Academic Bridge Program Using a Mixed Methods Approach.
Yingling, Leslie.

Evaluating an Academic Bridge Program Using a Mixed Methods Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 158 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--University of Arkansas, 2018.

As the demand for college degrees has increased, college enrollment has grown significantly, and economic forces have applied greater pressure on the higher education environment to produce more degrees and better post-graduation outcomes. Many public colleges and universities have felt these pressures distinctly because of their state funding environments and the specific expectations that exist within them. While college aspirations and attendance have broadly improved, achievement gaps persist along cultural, generational, and socioeconomic lines. In an effort to navigate and negotiate institutional goals, public expectations, economic needs, and educational ideals, institutions engage in diverse approaches to recruitment and retention. Academic bridge programs are one type of intervention used to help incoming college students relatively at risk of attrition to transition to college. This mixed-methods, multiphase study evaluates one year of a new comprehensive bridge program serving first-generation and low-income freshmen from the Arkansas Delta region at the state's flagship university. Retention and academic performance of participants and eligible nonparticipants were quantitatively analyzed and compared to assess the program's effectiveness. The participant experience was explored using quantitative and qualitative methods to capture their assessment of the program's helpfulness and their personal reflections about it.

ISBN: 9780355911534Subjects--Topical Terms:

641065
Higher education.

Evaluating an Academic Bridge Program Using a Mixed Methods Approach.
LDR:02897nmm a2200325 4500 001 2163601
005 20181022132815.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355911534
035 $a (MiAaPQ)AAI10812869
035 $a (MiAaPQ)uark:12973
035 $a AAI10812869
040 $a MiAaPQ $c MiAaPQ
100 1 $a Yingling, Leslie. $3 3351622
245 1 0 $a Evaluating an Academic Bridge Program Using a Mixed Methods Approach.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Tom E. Smith.
502 $a Thesis (Ph.D.)--University of Arkansas, 2018.
520 $a As the demand for college degrees has increased, college enrollment has grown significantly, and economic forces have applied greater pressure on the higher education environment to produce more degrees and better post-graduation outcomes. Many public colleges and universities have felt these pressures distinctly because of their state funding environments and the specific expectations that exist within them. While college aspirations and attendance have broadly improved, achievement gaps persist along cultural, generational, and socioeconomic lines. In an effort to navigate and negotiate institutional goals, public expectations, economic needs, and educational ideals, institutions engage in diverse approaches to recruitment and retention. Academic bridge programs are one type of intervention used to help incoming college students relatively at risk of attrition to transition to college. This mixed-methods, multiphase study evaluates one year of a new comprehensive bridge program serving first-generation and low-income freshmen from the Arkansas Delta region at the state's flagship university. Retention and academic performance of participants and eligible nonparticipants were quantitatively analyzed and compared to assess the program's effectiveness. The participant experience was explored using quantitative and qualitative methods to capture their assessment of the program's helpfulness and their personal reflections about it.
520 $a Findings indicate that the bridge program served students who were relatively disadvantaged as incoming college students even compared to similar students more at-risk than the general student, and that the program was associated with a very small positive effect on one-year retention. More and deeper investigation is needed to fully assess the influence of the program and whether it constitutes a cost-effective strategy for improving diverse enrollment and retention.
590 $a School code: 0011.
650 4 $a Higher education. $3 641065
650 4 $a Higher education administration. $3 2122863
650 4 $a Education policy. $3 2191387
690 $a 0745
690 $a 0446
690 $a 0458
710 2 $a University of Arkansas. $b Public Policy. $3 1669563
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0011
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10812869