构建核心条件:社区学院如何构建核心条件数学课程和对学生成功的影响
Wonsun Ryu1, Lauren Schudde1, Kim Pack1
1University of Texas at Austin.
AERA open
|July 18, 2024
概括
核心条件课程,学生一起参加大学和发展课程,可以提高社区学院的数学课程完成率. 然而,特定的课程设计元素并不能保证学生的长期成功.
科学领域:
- 教育政策的教育政策.
- 高等教育教学的教学.
- 社区学院研究学院研究
背景情况:
- 传统的发育教育序列显示了令人丧的完成率.
- 核心条件课程模型正在高等教育中迅速扩大.
- 社区学院面临的挑战是实施新的学术课程,数据有限.
研究的目的:
- 为了分析德克萨斯州社区学院如何按照全州范围的任务构建核心必需品课程.
- 确定预测学生成绩的核心必需课程特征.
- 评估核心条件改革对学生在大学水平数学中的成功的影响.
主要方法:
- 德克萨斯州社区学院的行政数据分析.
- 审查全州核心必修课程任务.
- 基于课程设计的统计建模来预测学生的成绩.
主要成果:
- 根据任务,学院以各种方式构建了核心必需品课程.
- 诸如混合能力课程,支持课程的更高学分和相同教师模式等特定因素提高了大学水平的数学合格率.
- 这些设计元素没有预测长期的结果,如大学的持续性.
结论:
- 核心条件改革显示,改善立即完成数学课程的可能性很大.
- 核心必修课程的某些结构元素与更高的合格率有关.
- 需要进一步的研究,以了解如何在核心条件模型中培养长期的学生持久性.
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