Student Outcomes for the Foundation Program
Author | : Hawaii. Office of Instructional Services |
Publisher | : |
Total Pages | : |
Release | : 1993 |
Genre | : Education |
ISBN | : |
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Author | : Hawaii. Office of Instructional Services |
Publisher | : |
Total Pages | : |
Release | : 1993 |
Genre | : Education |
ISBN | : |
Author | : Hawaii. Office of Instructional Services |
Publisher | : |
Total Pages | : |
Release | : 1986 |
Genre | : |
ISBN | : |
Author | : Hawaii. Office of Instructional Services. General Education Branch |
Publisher | : |
Total Pages | : 67 |
Release | : 1992 |
Genre | : Education |
ISBN | : |
Author | : Florence A. Hamrick |
Publisher | : John Wiley & Sons |
Total Pages | : 384 |
Release | : 2003-02-17 |
Genre | : Education |
ISBN | : 0787967912 |
Foundations of Student Affairs Practice is an essential resource that explores the purposes of higher education, the theories that provide a foundation for student learning and growth, and the experiences that contribute to student learning. Florence Hamrick, Nancy Evans, and John Schuh—three preeminent leaders in the field—show how student affairs professionals can provide a more meaningful and holistic educational experience for their students.
Author | : Peter Ewell |
Publisher | : |
Total Pages | : 100 |
Release | : 1983 |
Genre | : College graduates |
ISBN | : |
Author | : Hawaii. Office of Instructional Services |
Publisher | : |
Total Pages | : 108 |
Release | : 1978 |
Genre | : Performance |
ISBN | : |
Author | : George D. Kuh |
Publisher | : John Wiley & Sons |
Total Pages | : 304 |
Release | : 2014-12-09 |
Genre | : Education |
ISBN | : 1118903730 |
American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.
Author | : Jennifer Sloan McCombs |
Publisher | : Rand Corporation |
Total Pages | : 139 |
Release | : 2014-12-16 |
Genre | : Education |
ISBN | : 0833088173 |
As part of a randomized controlled trial study assessing the effect of district-run voluntary summer programs, this second report in a series looks at how summer programs affected student performance in certain categories in fall 2013.
Author | : Gloria Crisp |
Publisher | : John Wiley & Sons |
Total Pages | : 120 |
Release | : 2016-09-19 |
Genre | : Education |
ISBN | : 1119319382 |
With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author | : Tory Read |
Publisher | : |
Total Pages | : 8 |
Release | : 2008 |
Genre | : |
ISBN | : |
The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication provides an in-depth look at Foundation support of community schools, including selected results and lessons learned. It also includes stories about one California school district's innovative parent engagement policy, the Harlem Children's Zone Practitioners Institute, parent organizing in Texas and Denver, and the Foundation's contributions to results measurement in the connections field. In today's funding environment, few programs can expect ongoing support from government agencies and foundations unless they can demonstrate that their services are achieving desired outcomes. Boards of directors, community members, and the people served also want to know if programs are getting results. The issue of results measurement can be thorny for school/community/family connections strategies, because it is difficult to define and demonstrate a causal link between program activities and improved student outcomes. To contribute to advancing meaningful results measurement among connections grantees, the Casey Foundation has invested roughly $600,000 in the development of results frameworks, reflection tools, and evaluation for connections programs. [For the entire "Closing the Achievement Gap" series, see ED500487 through ED500493.].