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

Influence of Place-Frame and Academi...

Hunt, Jeannie,

FindBook

Google Book

Amazon

博客來

Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges // Jeannie Hunt.
作者:	Hunt, Jeannie,
面頁冊數:	1 electronic resource (221 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
標題:	Community college education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13895414
ISBN:	9781392214527

Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges /
Hunt, Jeannie,

Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges /Jeannie Hunt. - 1 electronic resource (221 pages)

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Community college leaders face challenges due to a lack of persistence data concerning 2-year colleges, especially in rural settings, prompting these leaders to turn to national data sets to drive local institutional changes. The purpose of this study was to identify variables associated with student place-frame and academic integration which are predictive of student persistence from the first to the second year in a small, residential community college in a rural frontier setting. Guided by Tinto's institutional departure theory, the theory of social representation, and Bassett's work in ruralism, a nonexperimental, correlational, quantitative research design was used to examine predictive relationships between student place-frame variables (age, sex, and intent to transfer), academic integration variables (student effort, collaborative learning, active learning, and academic challenge), and student persistence. Archival Community College Survey of Student Engagement data collected in 2013-2016 from 332 student participants were used for the study. Regression analysis showed a significant predictive relationship between student age and student intent to transfer with active learning. Additional binary logistical regression showed a significant positive relationship between active learning scores and student persistence. These findings informed development of evidence-based recommendations for programmatic changes to increase active learning practices, which could increase students' academic integration and persistence over time. By improving students' academic integration and persistence, positive social change may result through more students completing their degrees and their 2-year colleges gaining access to more substantial resources that are tied to student performance.

English

ISBN: 9781392214527Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Active learning

Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges /
LDR:03337nmm a22004693i 4500 001 2391297
005 20250923061158.5
006 m o d
007 cr|nu||||||||
008 251029s2019 miu||||||m |||||||eng d
020 $a 9781392214527
035 $a (MiAaPQD)AAI13895414
035 $a (MiAaPQD)waldenu:22605
035 $a AAI13895414
035 $a 2391297
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Hunt, Jeannie, $e author. $3 3759041
245 1 0 $a Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges / $c Jeannie Hunt.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 1 electronic resource (221 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: McCook, William Committee members: Mertes, Scott; Wilson, Andrea.
502 $b Ed.D. $c Walden University $d 2019.
520 $a Community college leaders face challenges due to a lack of persistence data concerning 2-year colleges, especially in rural settings, prompting these leaders to turn to national data sets to drive local institutional changes. The purpose of this study was to identify variables associated with student place-frame and academic integration which are predictive of student persistence from the first to the second year in a small, residential community college in a rural frontier setting. Guided by Tinto's institutional departure theory, the theory of social representation, and Bassett's work in ruralism, a nonexperimental, correlational, quantitative research design was used to examine predictive relationships between student place-frame variables (age, sex, and intent to transfer), academic integration variables (student effort, collaborative learning, active learning, and academic challenge), and student persistence. Archival Community College Survey of Student Engagement data collected in 2013-2016 from 332 student participants were used for the study. Regression analysis showed a significant predictive relationship between student age and student intent to transfer with active learning. Additional binary logistical regression showed a significant positive relationship between active learning scores and student persistence. These findings informed development of evidence-based recommendations for programmatic changes to increase active learning practices, which could increase students' academic integration and persistence over time. By improving students' academic integration and persistence, positive social change may result through more students completing their degrees and their 2-year colleges gaining access to more substantial resources that are tied to student performance.
546 $a English
590 $a School code: 0543
650 4 $a Community college education. $3 2122836
650 4 $a Higher education. $3 641065
650 4 $a Educational administration. $3 2122799
650 4 $a Higher education administration. $3 2122863
653 $a Active learning
653 $a Community college
653 $a Integration
653 $a Persistence
690 $a 0275
690 $a 0446
690 $a 0745
690 $a 0514
710 2 $a Walden University. $b Education. $e degree granting institution. $3 3759032
720 1 $a McCook, William $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 0543
791 $a Ed.D.
792 $a 2019
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13895414