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Download full textCamfield, Eileen Kogl – Journal of Developmental Education, 2016
Building on previous studies of college students' writing self-efficacy beliefs, this article presents the empirical foundation for a reconceptualized understanding of this identity process. The study assessed 131 college freshmen enrolled in a developmental writing course who were evaluated holistically using grounded theory methodology. The…
Descriptors: Writing Skills, Self Efficacy, Student Attitudes, College Freshmen
Arendale, David R., Ed. – Online Submission, 2016
This 2016 directory identifies, describes, and contains evaluative data evidence-based practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. The directory was a production of the…
Descriptors: Best Practices, Evidence Based Practice, Achievement Gap, Academic Achievement
Peer reviewedWenner, Barbara; Palkovacs, Marilyn – Research and Teaching in Developmental Education, 1997
Describes a study of differences between developmental writing students in associate and baccalaureate degree programs at Ohio's University of Cincinnati. Reports that, although the groups had similar writing skills, significant differences were found in family background, high school English experience, and expectations toward writing. The…
Descriptors: College Students, Comparative Analysis, Developmental Studies Programs, Family Characteristics
Read, Sherry – 1981
The TRIO/Special Services Program at the University of Minnesota is described, and a national evaluation of TRIO programs (Upward Bound, Talent Search, and Special Services) is briefly summarized. The TRIO/Special Services Program at the University of Minnesota is located within The General College, which is the open enrollment unit of the…
Descriptors: Academic Persistence, Career Planning, College Bound Students, College Freshmen
