Integration of higher education
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This study explores barriers of non-traditional students in a rural area by comparing non-traditional students to traditional students in terms of their academic experience.
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Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integration of higher education
This document discusses a study comparing the integration experiences of traditional and non-traditional students in higher education, particularly those from rural and low socioeconomic backgrounds. Non-traditional students face greater barriers to academic success due to financial constraints, family and work responsibilities, and lack of institutional support services. The study aims to understand these barriers and how university experiences differ between student groups. A literature review examines retention models and factors influencing non-traditional student attrition rates. The conclusion recommends universities provide improved financial aid, counseling, and other support services to reduce barriers and better support non-traditional students.
Integration of higher education
This document summarizes a study comparing the integration experiences of traditional and non-traditional students in higher education, particularly those from rural and low socioeconomic backgrounds. Non-traditional students face greater barriers to academic success due to financial constraints, family and work responsibilities, and lack of institutional support services. The study aims to understand these barriers more fully by quantitatively analyzing the differences in academic experiences between student groups. It utilizes Tinto's student retention model as well as Rovai's model of adult learner attrition, with a focus on how prior characteristics and external/internal factors influence dropout rates. The conclusion is that non-traditional students from disadvantaged backgrounds require additional institutional support to reduce attrition.
Integration of higher education
This study explores barriers of non-traditioanl students in a rural area by comparing their academic experience to traditaional students.
Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integration of Higher Education
This study compares traditional students to non-traditional students in a rural area in terms of their academic experience.
Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
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Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integration of higher education
This document discusses a study comparing the integration experiences of traditional and non-traditional students in higher education, particularly those from rural and low socioeconomic backgrounds. Non-traditional students face greater barriers to academic success due to financial constraints, family and work responsibilities, and lack of institutional support services. The study aims to understand these barriers and how university experiences differ between student groups. A literature review examines retention models and factors influencing non-traditional student attrition rates. The conclusion recommends universities provide improved financial aid, counseling, and other support services to reduce barriers and better support non-traditional students.
Integration of higher education
This document summarizes a study comparing the integration experiences of traditional and non-traditional students in higher education, particularly those from rural and low socioeconomic backgrounds. Non-traditional students face greater barriers to academic success due to financial constraints, family and work responsibilities, and lack of institutional support services. The study aims to understand these barriers more fully by quantitatively analyzing the differences in academic experiences between student groups. It utilizes Tinto's student retention model as well as Rovai's model of adult learner attrition, with a focus on how prior characteristics and external/internal factors influence dropout rates. The conclusion is that non-traditional students from disadvantaged backgrounds require additional institutional support to reduce attrition.
Integration of higher education
This study explores barriers of non-traditioanl students in a rural area by comparing their academic experience to traditaional students.
Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integration of Higher Education
This study compares traditional students to non-traditional students in a rural area in terms of their academic experience.
Integration of higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Integrationof higher education
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
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- Dropout rates are twice as high for students with disabilities compared to general education students, and increased testing pressures may exacerbate this issue. More accurate tracking of dropout data is still needed.
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Ead861 lesson3final (1) 2
The committee identified three key issues contributing to high attrition rates in developmental writing courses: lack of time and money, lack of institutional supports, and lack of motivation among learners. To address these, the committee proposed: (1) increasing financial assistance and childcare support for students, (2) enhancing social integration and curriculum structure, and (3) performing needs assessments, using culturally responsive teaching, and employing motivational models in instructional design. The goal of these solutions is to better support diverse adult learners and engage them as partners in the learning process.
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Improvements in the SlumRetrieved from Silva-Laya, M., D
Improvements in the Slum
Retrieved from: Silva-Laya, M., D'Angelo, N., García, E., Zúñiga, L., & Fernández, T. (2020).
Urban poverty and education. A systematic literature review. Educational Research Review, 29,
100280. https://doi.org/10.1016/j.edurev.2019.05.002
The aim of the article is to highlight the challenges and the opportunities the poor people
living in the urban areas encounter in the process of leveraging the beneficial education. The article
targeted on answering the aim through targeting on the article reviews from 1995-2017. The
method used was the review of the literature from the stated period and in the process is when 66
articles were chosen for analysis. The analysis targeted the educational achievement for the urban
poor and the condition of educational access in terms of learning materials and environment. The
measures that were included comprise the aspect of inclusion, cultural issues and policies that are
in existence. The study aligns with other findings in the aspect that urban poor experience
challenges of limited resources for access to education and also matters to do with culture. The
information from the article is useful in the paper because it highlights various research that has
shown the opportunities and the limitation about the access of education by the urban poor
population. The article is essential for the paper especially as a literature review source because
the article carries information that has been related since 1995 to 2017. The thoughts that came
into the mind is to support the population in improving education access by developing policies
the curb the mentioned challenges. I agree with the main argument.
Retrieved from: Glaeser, E. (2020). Urbanization and Its Discontents. Eastern Economic Journal,
46(2), 191-218. https://doi.org/10.1057/s41302-020-00167-3
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https://doi.org/10.1057/s41302-020-00167-3
poor living in the urban areas experience tough economic challenges that are associated with the
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question is answered by the provision that more focus is directed in the private sector including
schools where those that are wealthy and middle income earners are capable of supporting their
children to access education. The method used in the research is to review previous sources that
use credible methods in conducting the research. The analysis of the findings indicated that the
urban resurgence represents only the private sector success and those in the public sector have to
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Ead861 lesson3final (1) 2
The committee identified three key issues contributing to high attrition rates in developmental writing courses: lack of time and money, lack of institutional supports, and lack of motivation among learners. To address these, the committee proposed: (1) increasing financial assistance and childcare support for students, (2) enhancing social integration and curriculum structure, and (3) performing needs assessments, using culturally responsive teaching, and employing motivational models in instructional design. The goal of these solutions is to better support diverse adult learners and engage them as partners in the learning process.
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This document reviews literature on factors that influence minority students' sense of belonging, persistence, and academic success in higher education. It finds that sense of belonging - feeling accepted and valued by peers and faculty - is strongly linked to student retention and performance. The literature examines how different minority groups experience belonging. African American and Hispanic students often face barriers like racial stereotypes, lack of faculty validation, and limited social capital. Asian cultures generally promote education, leading to higher persistence rates. Overall, positive relationships with faculty and peers, feeling part of the campus community, and validation of students' cultural identities and experiences are tied to improved outcomes for minority students.
Improvements in the SlumRetrieved from Silva-Laya, M., D
Improvements in the Slum
Retrieved from: Silva-Laya, M., D'Angelo, N., García, E., Zúñiga, L., & Fernández, T. (2020).
Urban poverty and education. A systematic literature review. Educational Research Review, 29,
100280. https://doi.org/10.1016/j.edurev.2019.05.002
The aim of the article is to highlight the challenges and the opportunities the poor people
living in the urban areas encounter in the process of leveraging the beneficial education. The article
targeted on answering the aim through targeting on the article reviews from 1995-2017. The
method used was the review of the literature from the stated period and in the process is when 66
articles were chosen for analysis. The analysis targeted the educational achievement for the urban
poor and the condition of educational access in terms of learning materials and environment. The
measures that were included comprise the aspect of inclusion, cultural issues and policies that are
in existence. The study aligns with other findings in the aspect that urban poor experience
challenges of limited resources for access to education and also matters to do with culture. The
information from the article is useful in the paper because it highlights various research that has
shown the opportunities and the limitation about the access of education by the urban poor
population. The article is essential for the paper especially as a literature review source because
the article carries information that has been related since 1995 to 2017. The thoughts that came
into the mind is to support the population in improving education access by developing policies
the curb the mentioned challenges. I agree with the main argument.
Retrieved from: Glaeser, E. (2020). Urbanization and Its Discontents. Eastern Economic Journal,
46(2), 191-218. https://doi.org/10.1057/s41302-020-00167-3
The article highlights about the challenges that the American cities have encountered for the
past 40 years where it has resulted to a considerate discontent. The article has highlighted that the
https://doi.org/10.1016/j.edurev.2019.05.002
https://doi.org/10.1057/s41302-020-00167-3
poor living in the urban areas experience tough economic challenges that are associated with the
increasing rent rates and limited job opportunities that comes with mechanization. The research
question is answered by the provision that more focus is directed in the private sector including
schools where those that are wealthy and middle income earners are capable of supporting their
children to access education. The method used in the research is to review previous sources that
use credible methods in conducting the research. The analysis of the findings indicated that the
urban resurgence represents only the private sector success and those in the public sector have to
wait for change and transformation. The measures included was the comparison of the current
status and what it was like 40 years ag ...
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The document discusses the role of district guidance leaders in creating a college readiness culture and how that role varies based on the socioeconomic profile of the district. It describes how the guidance leader acts as an institutional information agent and navigator. In low-income districts, the advocate role is most important to provide extra support to students. In middle-income districts, the program administrator role focuses on improving college fit. In affluent districts, the relationship builder and strategic planner roles are key to meet parent demands and differentiate students for selective colleges. Understanding the guidance leader's role can help district leaders better structure support for college readiness.
An assessment of the factors influencing the retention of students with disab...
This study evaluated the factors influencing the retention of students with disabilities studying
through open and distance learning in Zimbabwe. The study examined the issues related to the provision of
services and explored the implementation of inclusive education towards students with disabilities. Students
with disabilities have participated sparingly through the open and distance education mode of delivery in
Zimbabwe at the Zimbabwe Open University (ZOU). The study employed the qualitative research methodology
and used the case study research design. Primary data were generated through in-depth interviews.
Respondents to the study were selected using the purposive sampling technique from the ZOU Bulawayo and
Matabeleland Regional Centres. The study revealed that retention of students with disabilities was influenced by
several factors; more significantly was the perceived unaffordability of fees considering the economic
environment facing the students. Respondents also indicated that materials and facilities utilised at the
institution were not deliberately designed with specific consideration of the needs of students with disabilities.
The study concluded that distance education has the potential to improve the lives of disabled persons when
adequately funded. The study recommended that the University should re-design its physical facilities in a
manner that suits students with special needs. The use of information technologies was also forwarded as a
more cost effective alternative to educate students with disabilities under the harsh economic environment faced
by Zimbabwean institutions.
School attendence is a prerequite for a student in universial secondary educa...
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
Educational NegligenceTaya Hervey-McNuttStrayer Univer
This summary analyzes an article about educational negligence. The article discusses how negligence in education can negatively impact students' school lives and future ambitions. It addresses the issue of educational negligence in three main points:
1) Educational negligence can take many forms from poor teaching standards to ignoring student needs and attendance issues. It seriously impacts students.
2) A study in South Korea found that neglecting culturally diverse students was linked to relationship issues, dropout rates increasing over time. Neglect harmed peer and teacher relationships for these students.
3) To address educational negligence, teachers must ensure all students complete assignments by attending all lessons to fully cover required material. Parents and teachers must work together to meet students' needs for
Communicating Community Environment of Junior High School Students in the Fir...
The study investigates the community environment, particularly the learning and social communities of junior high school students in the first congressional district of Northern Samar, Philippines. The research design employed descriptive research. The sample consisted of 388 junior high school students enrolled during the Academic Year 2019 2020. The research findings revealed that while the learning community was moderately favorable, the social community was highly favorable. To sum up, the community environment was moderately favorable. It was also indicated that a communication task force should be instituted in schools. In the same manner, the schools should forge for sustainable school students community relations. Veronica A. Piczon | Leah A. De Asis | Brenfred N. Romero "Communicating Community Environment of Junior High School Students in the First Congressional District of Northern Samar, Philippines: Inputs to School-Students-Community Relations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49272.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/49272/communicating-community-environment-of-junior-high-school-students-in-the-first-congressional-district-of-northern-samar-philippines-inputs-to-schoolstudentscommunity-relations/veronica-a-piczon
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The educational problems of the mass of people in the country appear to have close relations with the ethos of the society. Most of the socially and economically disadvantaged and deprived groups of the society are found to be backward. Therefore, it is necessary to examine the status of these groups, understand their socioeconomic setting and resolve the problem at hand illiteracy and ignorance. Education, with a fervent hope that it widens the mind, trains the critical faculties of thought and judgement, has always been valued highly by all societies and cultures. It is considered the sine qua non for the freedom from the shackles of ignorance, dependency and poverty etc. Eradication of illiteracy is considered as one of the significant objectives of developmental planning in India today. Literacy is universally recognised as a powerful instrument of social change. The tribal population is, however handicapped socially as well as economically and has not responded vigorously to the times aimed at the eradication of illiteracy. Priyaranjan Das "Effect of Social Attitude on Academic Achievement of Tribal Students at Secondary Level in Kalahandi District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46287.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46287/effect-of-social-attitude-on-academic-achievement-of-tribal-students-at-secondary-level-in-kalahandi-district/priyaranjan-das
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This study aims to investigate the relationship between academic stress levels and socioeconomic status among senior secondary school students in Haryana, India. The study will survey students and their parents/teachers to understand stress sources and socioeconomic backgrounds. Academic stress will be measured using a standardized stress scale, while socioeconomic status will be assessed through a socioeconomic scale. The study hypothesizes there is no relationship between academic stress and socioeconomic status, or differences in this relationship between boys and girls. Results will be analyzed using correlation tests. Suggestions for future studies include comparing rural and urban students, broadening the sample and location, and exploring additional influence factors.
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The purpose of education in the United States has changed over time due to various influential forces such as developments in knowledge and beliefs about learners. In the past, education focused on mental discipline and exercising the mind, but it has shifted towards meeting the needs of a changing society and whole child development. In the 1980s, reports called for educational excellence and higher standards in response to concerns about mediocrity. Recommendations included strengthening core academics, technology skills, and adopting more rigorous testing and requirements to improve outcomes. The impact of these reports was substantial reforms around graduation standards, course content, and college entrance expectations.
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Integration of higher education
- 1. Sam Houston State University Integration of Higher Education in Rural Area : Comparison of Traditional and Non-traditional Students Eunjin Hwang
- 3. 1. Definitionof Non-traditional Student NCEBprovides the definition of non-traditional students by six characteristics. Source: U.S. Department of Education, NCES. National Postsecondary Student Aid Study (NPSAS) 2000
- 4. According to data analysis of NCEB, the most common characteristic of non-traditional students is financially independent, attend part time, and delayed enrollment. Also, within public 2 –year institution, highly non-traditional students are highly distributed. Figure 1. Percentage of students with nontraditional characteristics 1992-1993 and 1999-2000 Figure 2. Percentage distribution of undergraduates according to their student status, by type of institution: 1999–2000 Total Source : NCES. National Postsecondary Student Aid Study 2000 Source : NCES. National Postsecondary Student Aid Study 2000
- 6. What is the problem? 1. Non-traditional students have barriers in pursuing their academic career. Financial poverty Time poverty - Work full time - Multiple roles Institutional Barriers -Learning the rules of academia - Reading and writing assignment, etc.
- 7. 2. Non traditional students from low socioeconomic (LSES) backgrounds are more likely to have intensified barriers. 3. University students from a LSES background often belong to multiple equity group, the most common of which is living in a rural or isolated area.
- 8. The Purpose of the Study is..
- 9. Research Question 1. How institutional rhetoric of higher education is differently experienced by traditional students and non-traditional students in the first academic year ? 2. What barriers are experienced by non-traditional students in a rural area?
- 10. Significance of This Study This study examines barriers of non traditional students by comparing the difference of academic experience in higher education between non-traditional students and traditional students. Previous studies examined barriers based on qualitative method approach. This study focus on non-traditional students, particularly in a rural area based on quantitative method approach.
- 12. Gender
- 13. Education
- 16. Conclusion 1. Non traditional students, particularly of low socioeconomic status in a rural area experience intensified study barriers. 2. To reduce the rate of attrition and support non-traditional students, institutional support such as financial aids and counseling services, etc. should be provided.
- 17. Bibliography Bamber, J.,& Tett, L (2000). Transforming the learning experiences of non-traditional students: a perspective from higher education. Studies in Continuing Education, 22(1), 57-75. Deil-Amen, R (2011). Socio-academic integrative moments: rethinking academic and social integration among two-year college students in career-related programs. Journal of Higher Education, 82(1), 54-91. Gilardi, S.,& Guqlielmetti,C (2011). University life of non-traditional students: engagement styles and impact on attrition. Journal of Higher Education, 82(1), 33-53. Hermida, J (2010). Inclusive teaching: an approach for encouraging non-traditional student success. International Journal of Research& Review, 5(1), 19-30. Marandet, E.,& Wainwright, E (2009). Discourses of integration and exclusion: equal opportunities for university students with dependent children? Space & Polity, 13(2), 109 -125. Marion, B (2001). Experiencing the barriers: non-traditional students entering higher education.Policy& Practice, 16(2), 141-60. Park,J.,& Choi, H (2009) Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology& Society, 12(4), 207-217. Tones, M., Fraser, J., Elder, R.,& White, K (2009). Supporting mature-aged students from a low Socio-economic background. Higher Education, 58(4), 505-529.