This document provides an overview of a capstone project that created a pilot program for remedial algebra teachers. The pilot program aimed to test motivational materials and student grouping to improve student motivation. Four classes were assigned different conditions: traditional material with no grouping (control), traditional material with grouping, motivational material with no grouping, and motivational material with grouping. Data on motivation and academics was collected from questionnaires, tests, and notes for the four classes and compared. The goal was to see if motivation increased with the added variables. Resources for the pilot included lesson plans, presentations, packets, and scales. An expert panel provided feedback and the creator conducted a self-assessment. The discussion reflected on addressing core outcomes related to instruction
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Action Research for the Reflective TeacherAshley Casey
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Action Research for the Reflective TeacherAshley Casey
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & ...Cengage Learning
Professors Dr. Lori Hughes and Dr Lana Myers, Lone Star College-Montgomery, shared their successful strategies for teaching integrated reading and writing (IRW) courses. They presented their integration strategies, combined assessments, and lessons learned through two years of IRW pilots and full-scale implementation of an IRW program.
Students talk back: Opportunities for growth lie in student perceptionsLearning Forward
Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on standardized tests. Read several tips that help teachers capture and use student input to improve practice.
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
Your role as an educator. Suggested timeline: countdown to course start. Pedagogical phases. The paradigm shift: migrating from teacher-centered to student-centered learning. What is student-centered learning? What's affected in the shift? Strategies for the shift. A word on using taxonomies. Instructional strategies for adult learners. Experiential learning. Assessments. The importance of feedback. Teaching in the diverse classroom. Ethics and protocol.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
2. Abstract
Capstone: Pilot Program created for Postsecondary remedial-level Algebra
teachers to use in four different classes
Specific motivational material was created and “tested” in two classes
The grouping of students was “tested” in two classes
Likert Scales, Open-ended questionnaires, & Academic tests were created and
“administered”
Data “collected” from all 4 classes at beginning and end of semester
Quantitative & Qualitative data “compared”
among all four classes
This project was NOT implemented
Creative Commons
3. Problem Statement
Motivation issues exist among students enrolled in remedial-level classes
at the Postsecondary level
Student enrollment in remedial classes is ↑
Student motivation in remedial classes can ↓ (Cook, 2015)
Students feel discouraged right at beginning of semester
Students do not understand need for remedial coursework since it does not
carry credit
Can lead to ↑ attrition & ↓ graduation rates
Cook, J. (2015). Increasing number of high school graduates taking remedial math, english. Retrieved from http://www.dothaneagle.com/news/education/increasing-number-of-high-school-
graduates-taking-remedial-math-english/article_7910ad34-c129-11e4-9b30-4bb2799b26d5.html
4. Research Questions
What can teachers do to help motivate first year students placed in
remedial classes?
How does challenging first year students in remedial-level classes help
motivate them to succeed?
How does placing first year students from remedial classes into
groups help motivate them?
www.youtube.com/ Creative Commons
nistmep.blogs.govdelivery.com/ Creative Commons
5. Literature Review – the Remedial
Classroom and Educator
Many students enter college having to take remedial (developmental) courses
Bulk of remediation – nonselective public institutions & point of entry for over 80%
4-year students & virtually all 2-year students (Bettinger, Boatman, & Long, 2013)
Remedial educator can:
Try to understand this population better
Provide more support here than in typical classroom
Provide “open” classroom
Design alternative curriculum to accommodate different learning styles
Encourage student involvement & interaction
Have students set manageable performance goals
Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student supports: Developmental education and other academic programs. Future of Children, 93-115.
6. Literature Review – Motivation &
Academic Success
Motivation:
Definition: processes underlying initiation, control,
maintenance & evaluation of goal-oriented
behaviors (Goetz & Hall, 2013, p. 59)
Current state of one’s motivation to pursue a
course of action depends on individual’s
characteristics and specific situation
Each student will have different motivational
state since each will possess different
characteristics
Who is responsible for motivation in the
classroom?
Teachers can plant the seeds
Students take over and become autonomous and
self-sufficient!
Correlation between high degree of motivation
and greater degree of educational success (Moore,
2007)
Teachers should focus on intrinsic motivation
(Finlay, 2010)
Teachers can provide alternative learning
pathways
Intrinsic motivation is correlated with andragogy
Moore, R. (2007). Academic motivation and performance of developmental education biology students. Journal of Developmental Education, 31(1), 24-34.
Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-regulation: A Handbook for Teachers. Retrieved from http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzUyNTU4OF9fQU41?sid=62dbf551-8cbf-41d5-af47-
f4e109d172c1@sessionmgr112&vid=0&format=EB&rid=1
Finlay, J. (2010, May). Andragogy (Adult Learning) [Video File]. Retrieved from https://www.youtube.com/watch?v=vLoPiHUZbEw
commons.Wikimedia.org/ Creative
Commons
rappingmanual.com/ Creative
Commons
7. Literature Review – Motivation &
Academic Success
Positive Effects of Motivation, include Students:
Planning learning activities/goals
Selecting challenging levels of difficulty to ensure optimal learning progress
Having a lower tendency to procrastinate
Investing a sufficient quantity of effort
Persisting in the face of difficulty
Employing deep-learning strategies and appropriate forms of self-regulation
Progressing through learning
Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-regulation: A Handbook for Teachers. Retrieved from http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzUyNTU4OF9fQU41?sid=62dbf551-8cbf-41d5-af47-
f4e109d172c1@sessionmgr112&vid=0&format=EB&rid=1
calicospanish.com/ Creative Commons
8. Literature Review – Challenging
Conditions & Motivation
Learning happens when students interact with their environment
Students must be presented with tasks just outside of their current abilities in the Zone of Proximal
Development (ZPD) in order to learn {posited by Lev Zygotsky} (Bcb704, 2012)
Instructors should assign tasks in the ZPD
Students learn material with help from instructor
Students move on to master new material
Students become intrinsically motivated
Accomplished something
Learned something they did not know before
Goal: get students themselves to choose challenges with difficulty levels that ensure optimal learning
Challenges – Not too easy/not too hard
Lead to self-sufficiency & engagement
Bcb704. (2012, April 4). Vygotsky’s zone of proximal development [Video file]. Retrieved from https://www.youtube.com/watch?v=0BX2ynEqLL4
Zygotsky’s Zone of Proximal Development.
blog.matbury.com/ Creative Commons
9. Research Design & Methodology
One teacher used convenience sampling to choose four different
classes & assigned them into four different categories using
random assignment:
Class 1: traditional class material presented/no grouping (this was the
CONTROL)
Class 2: traditional class material presented/grouping of students in class
Class 3: motivational material added to curriculum/no grouping
Class 4: motivational material added to curriculum/grouping of students
in class
Two independent variables (“treatment”) tested:
Inserting motivational (challenging) material into classroom (classes 3 &
4)
Splitting class into groups (classes 2 & 4)
Do either/both of independent variables make a difference to the
students’ motivation (dependent variable)?
**Teacher would use motivational resources AND/OR split students
into groups and test motivation levels of students in all four classes
by collecting quantitative and qualitative data
Quantitative data “collected”:
Academic Pre-test, Academic Post-test
Given to all four classes
Given at beginning and end of semester
Scores compared
Likert-Scale questionnaire re: motivation
Given to all four classes
Given at beginning and end of semester
Scores from 1 (strongly disagree) to 5 (strongly agree)
Data assessed to look for differences in motivation among all 4 classes, as well as
differences in motivation between beginning & end of semester in 1 class
Qualitative data “collected”:
Open-ended questionnaires re: motivation, teacher’s personal notes on
student motivation in the classroom
Collected from all four classes
Written comments organized and assessed to look for differences in motivation
among all 4 classes, as well as differences in motivation between beginning &
end of semester in 1 class
10. Research Design & Methodology
Resources created for this Pilot:
Syllabi
For classes 1 & 2
For classes 3 & 4
Lesson plans
For classes 1 & 2
For classes 3 & 4
Goals and Concepts handout
Ideal motivational conditions for classes 3 & 4
Likert-Scale questionnaires
For beginning of semester
For end of semester
Open-ended questionnaires
For beginning of semester
For end of semester
Motivational Techniques for six chapters from a
sample algebra textbook
Five sample PowerPoints to accompany the
Motivational Techniques handouts
Tests
Pre- (with answers)
Post- (with answers)
Mathematical Packets:
Nine In-class work (for classes 1 & 2) (with answers)
Nine Presentation (for classes 3 & 4) (with answers)
11. Expert Panel Evaluation Results
All members of the Expert Panel – CCSU math
teachers
Expert Panel recommendations:
PowerPoints
Add more motivational content to notes section
Edit for some mathematical content errors
Lesson plans
Basic editing changes
Syllabi
Make them more generic
Basic editing changes
Likert Scales
Number of questions was adequate
Add a neutral category
Reword some questions for proper intent
Likert Scale B’s questions leaned more toward
extrinsic motivation instead of intrinsic – tried to
change but found difficult to do so
Open-ended questionnaires
Number of questions was adequate
Reword some questions for proper intent
Qualitative motivation sheet
Remove signs of non-motivation
pixabay.com/ Creative Commons
13. Self-Assessment Results
Final Report (Literature Review) missing journal articles regarding the benefits of grouping students
Decided to add this independent variable later in Capstone Project
Did not have time to do more research
More motivational content could be added to the PowerPoints, Lesson Plans & Motivational Technique Handouts
Directions for how to use the Pilot could be more descriptive
Do the Likert-Scale and Open-ended questionnaires adequately ask the right questions such that they target
intrinsic motivation to the degree the researcher would like?
In a future study, students would be interviewed individually (if allowed)
It is ready to be implemented
It is organized and shows M.Ed. level work
Sometimes varied from the PMP, but often used it as a reference
19. Discussion & Reflection
Key M.Ed. Core Outcomes addressed:
1. Students will develop expertise in designing and delivering instruction to support the achievement of
a diverse population of learners of all ages in a variety of settings
a. This Capstone was created after working with a number of “non-traditional” students in a remedial level
algebra classroom for over five years
b. The concept of learning styles is very important and is one of the reasons I added the Learning Style
Questionnaire to classes 3 & 4
c. Different resources were added to try and accommodate different learning styles of students
i. PowerPoints
a. Colors & Animations
b. Step-by-step instructions
c. Notes/motivational references for instructors in notes section
d. Can be sent out electronically and/or given to students in a paper format
ii. Packets
a. For assignments or presentations which can be used in a group or individually
b. Can be sent out electronically and/or given to students in a paper format
commons.wikimedia.org / Creative Commons
20. Discussion & Reflection
Key M.Ed. Core Outcomes addressed:
2. Students will apply the principles of cognitive science to teaching & learning to positively
affect learning and improve the practice of teaching
a. EDU 510 was a foundational course for me
i. Learned about the importance of PBL (project-based learning) & engaging students
b. The resources I created for the Capstone had motivation and engagement of students as their
essential foundations (mainly classes 3 & 4)
i. The resources alone are not meant to be sources of motivation
ii. The teacher needs to use his/her own inspiration to help motivate students
iii. Use of the Goals & Concepts handout along with the resources and inspiration are advised
c. Ultimate goal – students thinking about how they think (metacognition)
i. They can say to themselves, “What strategies work best for me in the classroom such that I can
succeed?”
ii. Want students challenging themselves and setting their own goals
www.teachermagazine.com.au / Creative Commons
21. Discussion & Reflection
Key M.Ed. Core Outcomes addressed:
3. Students will demonstrate an understanding of creativity and innovation as applied to education
a. Many resources were created for Capstone
i. Syllabi, Lesson Plans, PowerPoints, Presentation Packets, motivational technique handouts, etc.
a. Syllabi have everything a regular syllabus would contain
b. PowerPoints have definitions, pictures, colors, animations, examples provided with step-by-step instructions and
answers, examples for students to workout themselves with no answers
c. Nine in-class and presentation packets cover everything from simplifying expressions to working on word
problems and factoring
d. Solutions to pre- and post-test as well as all nine packets are provided
e. The hope is that these are just a starting point for the teacher implementing the Pilot and that he/she will add
their own tools to be creative in the classroom
i. The resources can be added to social media like Facebook, Twitter, LinkedIn to get more feedback
www.blogs.jbs.cam.ac.uk / Creative Commons
22. Discussion & Reflection
Higher Education Administration Outcomes addressed:
1. Students will be able to identify and apply research-based strategies for teaching adult learners
a. Malcolm Knowles’ “theory” of andragogy – 3 assumptions: (Merriam, et al., 2007, p. 84)
i. Adults need to know why they are learning things
ii. As a person matures, they move from a dependent personality toward one of a self-directing one
iii. An adult is more problem-centered than subject-centered in learning
b. Capstone tries to incorporate PBL – such as an exercise where students have to predict how many rubber
bands hooked together it will take to drop a water bottle from a certain height and come close but not touch
the ground
c. Goals and Concepts handout - teachers should emphasize why students are learning the material they are
learning every day in class
d. One of the overarching goals for classes 3 & 4 is to have students in these classes become more independent
and to take charge of their own learning
i. Does grouping and using motivational material help to make that happen?
ii. This was not tested but hypothesized to be true
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. quotesgram.com / Creative Commons
23. Discussion & Reflection
Higher Education Administration Outcomes addressed:
2. Students will be able to analyze demographic and social trends, student service models, and
higher education delivery models in terms of the implications for college recruitment,
retention, graduation, and gainful employment
a. Capstone was created in line with current model for CSU (CT State University) system law – students
must complete Math 099 (remedial elementary algebra) within first 24 credits at CSU school or they
will be asked to leave CSU institution and not come back until they have completed the course with a
C- (C minus) or better
i. Many students have had to retake Math 099 at CCSU
ii. Many students have had to leave CCSU and take 099 at community colleges
iii. Waste of time & money for students – delays graduation time and can increase attrition rates
iv. Point of Capstone was to try and see if inserting motivating/challenging material & grouping of students would
be beneficial to students in some way such as to help motivate them so they would perform better academically
in class so they would not have to repeat the class/drop out
a. Cut down on attrition
b. Increase graduation times
c. Students would gain soft skills to take with them into workplace
24. Discussion & Reflection
Higher Education Administration Outcomes addressed:
3. Students will identify, analyze and evaluate change leadership
strategies in the administration of higher education
a. Capstone could be piloted in many different places to collect as
much data as possible
i. Convincing people that using the Pilot is beneficial can only happen
with the data to back it up
b. Lewin’s Change Model – 3 steps in the process of change in
organization: (Hartzell, 2014)
i. Unfreezing – create an awareness of how the current level of
acceptability of something within the organization is hindering that
organization in some way
a. Clearly, students having to repeat Math 099 or leave CSU
system to take class is not ideal situation
ii. Changing – how can the conditions be changed?
a. Use the Pilot to help students become motivated
so they will not have to repeat the class a number of
times/drop out of CSU system
iii. Refreezing – setting the new plans in place and
making sure everyone involved sticks to new plans
c. Make sure to get employees to realize that the
change happening is not random but rather for some
ultimate end/condition for which is desired (Elliott &
Paton, 2014)
i. Employees are more likely to get on board
d. Allow teachers to add their own input to a
changing situation
i. Teachers can add to syllabi, or even add their own
resources
Hartzell, S. (2014, April). Lewin Stage Model of Change Unfreezing Change Refreezing Animated Part 5 [Video File]. Retrieved from https://www.youtube.com/watch?v=kerDFvln7hU
Elliott, R. W., & Paton, V. O. (2014). An effective leader in higher education: Charles William Eliot. Journal of International Education and Leadership, 4. Retrieved from http://www.jielusa.org/wp-content/uploads/2012/01/CharlesWilliamEliot.pdf
25. Discussion & Reflection
Higher Education Administration Outcomes addressed:
4. Students will be able to identify current policies that drive higher education, analyze the
political, social, and technology climate, and predict the effect on the future of higher
education
a. Public Act 12-40 (2012) was passed in CT
i. Requires four CSU colleges & all community colleges to offer students remedial support embedded with
corresponding entry-level courses or an intensive college-readiness program to begin in 2014 (CT Board
of Regents for Higher Education, n.d.)
ii. Students enrolled in intensive-level course would only be allowed to take course 1 TIME
iii. 2014 came, but CCSU did not make any changes to the Math 099 curriculum
a. CCSU was able to obtain an extension for the law
iv. As of 2016, students are still allowed to repeat Math 099 a number of times, and are taking longer to
graduate
a. No one knows when 12-40 will actually go into effect at CCSU
CT Board of Regents for Higher Education. (n.d.). Developmental education (PA 12-40). Retrieved from http://www.ct.edu/initiatives/dev-education
26. Capstone Project’s Value to Professional
Growth
This Capstone project grew out of a culmination of my attempts at trying different
things I had learned in my Elementary Algebra (Math 099) classroom using
different tools I had learned from my Education classes at Post
Once I began to integrate these tools into my classroom, I began to see
improvements in my students’ academic performance, interest in class, and
attitude toward the subject of mathematics
I wanted to share that positive experience with other instructors and students
I have also learned quite a bit about the Higher Education environment and its
policies and I feel confident that I am a better leader
27. A Reflection on Completing this Project
Motivational resources:
A LOT of fun to work on, since I love figuring out how to motivate students – especially in a subject many of them
despise
Were created in the first four weeks of the MOD
Took much longer to create than I expected
Had to stop working on these many times so I could finish my Final Report
I could have kept creating motivational material for the whole MOD
Once I started, the resources started to grow exponentially
I still have some resources I want to add even though this project is over (like self-reflection pieces)!!!!
Literature review was extremely taxing/one of the most difficult parts for me
Not sure if I researched enough
Difficult to find the exact articles I wanted for this project
Could I find more articles to support/counter my arguments?
Obviously missing some articles on benefits of grouping students
Learned so much from this project
28. Project Management Plan (PMP)
Gantt Chart created using Excel
Modified several times in EDU 688 & 699
Often deviated from PMP since the motivational material took longer to create
than expected
Had to shift time lines around to accommodate this to make time for Final Report
I would complete small projects here and there while I was working on motivational
(challenging) resources so I was still getting things done on time
VERY useful component in Capstone Project process
30. References
Bcb704. (2012, April 4). Vygotsky’s zone of proximal development [Video file]. Retrieved from
https://www.youtube.com/watch?v=0BX2ynEqLL4
Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student supports: Developmental education and other
academic programs. Future of Children, 93-115.
Cook, J. (2015). Increasing number of high school graduates taking remedial math, english. Retrieved
from http://www.dothaneagle.com/news/education/increasing-number-of-high-school-graduates-taking-
remedial-math-english/article_7910ad34-c129-11e4-9b30-4bb2799b26d5.html
CT Board of Regents for Higher Education. (n.d.). Developmental education (PA 12-40). Retrieved from
http://www.ct.edu/initiatives/dev-education
Elliott, R. W., & Paton, V. O. (2014). An effective leader in higher education: Charles William Eliot. Journal
of International Education and Leadership, 4. Retrieved from http://www.jielusa.org/wp-
content/uploads/2012/01/CharlesWilliamEliot.pdf
Finlay, J. (2010, May). Andragogy (Adult Learning) [Video File]. Retrieved from
https://www.youtube.com/watch?v=vLoPiHUZbEw
31. References
Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-regulation: A
Handbook for Teachers. Retrieved from
http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzUyNTU4OF9fQU
41?sid=62dbf551-8cbf-41d5-af47-
f4e109d172c1@sessionmgr112&vid=0&format=EB&rid=1
Hartzell, S. (2014, April). Lewin Stage Model of Change Unfreezing Change
Refreezing Animated Part 5 [Video File]. Retrieved from
https://www.youtube.com/watch?v=kerDFvln7hU
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass.
Moore, R. (2007). Academic motivation and performance of developmental
education biology students. Journal of Developmental Education, 31(1), 24-34.