评估辅导干预对学生学业见习的有效性

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2019-12-24 DOI:10.1080/10790195.2019.1684855

Sarah M. Vanacore, Thomas A. Dahan

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引用次数: 4

摘要

高等教育机构为学业困难的学生制定了缓刑政策。学术试用项目的研究还没有调查个性化学术指导模式的影响，这些模式旨在增强学生的归属感和自我效能感。本研究利用美国东北部一所公共机构的学生试用纵向管理记录，考察了教练会议出席率的变化。我们使用固定效应回归方法估计了这种学术缓刑干预对获得GPA的无偏效应。研究结果表明，对各种规格的干预都有中等到较大的影响。我们讨论了对实践的建议，包括需要积极主动、合作和灵活地让学生负责。

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Assessing the Effectiveness of a Coaching Intervention for Students on Academic Probation

ABSTRACT Institutions of higher education develop probation policies for students struggling academically. Studies of academic probation programs have not investigated effects related to individualized academic coaching models designed to enhance student sense of belonging and self-efficacy. This study examines variation in attendance at coaching meetings using longitudinal administrative records of students on probation at a public institution in the Northeastern US. We estimated unbiased effects of this academic probation intervention on earned GPA using fixed effects regression methods. Findings demonstrated a moderate-to-large effect that was robust to various specifications of the intervention. We discuss recommendations for practice, including the need to be proactive, collaborative, and flexible to keep students accountable.

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.