SEARCH DATABASE: ERIC (Educational Research Information Clearinghouse)



A search of the ERIC database using the query above resulted in retrieval of 1705 abstracts. The first 99 are presented her for you. (This search was done through IBIS.) I have not edited out any abstracts, so some may be irrelevant to your interests. If you want to read the complete paper, you can do so by going to the Government Documents desk of the Main Library at UIC and pull the microfilm containing the article. Use the AN number, meaning Ascension Number. The library file cabinet is organized by these numbers for the ERIC collection. Ask the librarian at the desk for help in locating the cabinet and a microfilm viewer.

1 OF 99

AN EJ517168.

AU Robinson, Daniel H.; Kiewra, Kenneth A.

TI Visual Argument: Graphic Organizers Are Superior to Outlines in Improving Learning from Text.

SO Journal of Educational Psychology; v87 n3 p455-67 Sep 1995. 95.

AB Two experiments involving 153 college students indicated that, given enough time, students studying graphic organizers learned more hierarchical and coordinate relations. As a result, they were more successful in applying the knowledge and in writing integrated essays than were students studying outlines or text alone. (SLD).


2 OF 99

AN EJ516458.

AU Cuthbert, Katherine.

TI Project Planning and the Promotion of Self-Regulated Learning: From Theory to Practice.

SO Studies in Higher Education; v20 n3 p267-77 Oct 1995. 95.

AB The use of cognitive social learning theory to help students plan independent study projects is examined and illustrated in the context of a Manchester Metropolitan University (England) senior project program. The theoretical model drawn from the theory focuses on self-regulated learning, and its application emphasizes students' development of efficient self-regulation skills. (MSE).


3 OF 99

AN EJ516397.

AU Tracey, Jill; Corlett, John.

TI The Transition Experience of First-Year University Track and Field Student Athletes.

SO Journal of the Freshman Year Experience; v7 n2 p81-102 1995. 95.

AB A study of the transition from high school to university of 16 freshman track and field athletes investigated academic, athletic, and social aspects. Student challenges included feeling overwhelmed by responsibilities, loneliness, and need to balance freedom and responsibility. Students used two main strategies to maintain perspective: (1) time management and organizational skill; and (2) evolution of the team. (Author/MSE).


4 OF 99

AN EJ516394.

AU Mitchell, Alice A.; Sedlacek, William E.

TI Freshmen with Learning Disabilities: A Profile of Needs and Concerns.

SO Journal of the Freshman Year Experience; v7 n2 p27-41 1995. 95.

AB A study profiled freshmen with diagnosed learning disabilities at a large, state-supported university. Results are summarized concerning this population's educational aspirations, self-reported study habits and academic weaknesses, decision to attend college, adjustment expectations, anticipated involvement or affiliation with campus groups, study and academic skills, social competence, and expectations of faculty. (MSE).


5 OF 99

AN ED390843.

AU Clinard, Linda M.; And Others.

TI Cooperating Teachers Reflect upon the Impact of Coaching on Their Own Teaching and Professional Life.

AB This study focused on the experiences of cooperating teachers beyond their immediate work with student teachers. The study was a major 1 part of a collaborative action research project in which 172 cooperating teachers experienced the new role of "University Associate" as part of the University of California-Irvine Professional Development Schools (PDS) program, a partnership with 41 schools in which cooperating teachers play a pivotal role in mentoring student teachers as well as serving as a link between the university and the school. A review of recent literature indicated that PDSs reflect a significant shift in clinical teacher education. The process for preparation and support of university associates included cognitive coaching seminars, student teacher orientations, and dialogue meetings with other university associates. The study findings suggested five categories of reflection regarding University Associates experiences: (1) attitudes and perceptions, including renewed enthusiasm about classroom teaching and increased respect for the university faculty; (2) pragmatic application, including cognitive coaching techniques, more effective use of technology, approaches to time planning, classroom management and discipline, and brainstorming with other teachers; (3) professional image, including more confidence in training others, being seen as a colleague by the university, and more commitment to the development of quality teacher education; (4) human relations, including improved social interaction and communication skills; and (5) personal reflections, including sense of pride as an individual, and motivation to remain in the profession. The study demonstrated that this approach to the Professional Development School partnership with teacher education programs provides a strong basis for change and renewal not only in the work of student teachers but also in the lives of individual teachers and their schools. Statements from study participants are included. (Contains 15 references. ) (ND).


6 OF 99

AN ED390481.

AU Roueche, Suanne D. Ed.

TI Innovation Abstracts, Volume XVII, 1995.

SO Innovation Abstracts; v17 n1-30 Jan-Dec 1995. 95.

AB The abstracts in this volume describe innovative approaches to teaching and learning in the community college. Topics covered include: (1) the use of message mapping for speaking and writing instruction; (2) group projects and portfolios as evaluation tools; (3) helping students become strategic learners; (4) using writing assignments to ensure that students read class materials; (5) using indicators of excellence in institutional outcomes assessment; (6) utilizing technology for professional development and daily communication tasks; (7) a project to help teachers share ideas; (8) the functions of a community college Ombudsman Service; (9) college orientation for new students; (10) providing feedback to students with a word processor; (11) strategies for improving lecture format classes; (12) assigning relevant writing topics based on current events; (13) the validity of prerequisite courses for student success; (14) difficulties of using a controlled vocabulary in electronic research; (15) team teaching; (16) competencies classes; (17) improving teaching effectiveness through self-observation; (18) having students create posters of main ideas of readings; (19) an institute for intercultural understanding to promote diversity; (20) tutoring services at an innovative learning center; (21) the value of interdisciplinary studies; (22) using electronic mail as an evaluation tool; (23) teacher-student collaboration in writing instruction; (24) teaching research skills through interviews of English as a Second Language students; (25) using community-based writing assignments in introductory composition; (26) feedback 1 sessions to discuss exam results with students; (27) strategies for establishing wellness programs; (28) integrating study skills into the college curriculum; (29) grading collaborative activities; (30) the role of grammar in developmental writing classes; and (31) a staff retreat for improving communication skills. (BCY).


7 OF 99

AN ED390476.

AU Santa Rita, Emilio.

TI Focus on Retention: Proposed Mission of General Counseling into the 21st Century.

AB Retention strategies at New York's Bronx Community College (BCC) aim to keep students enrolled long enough to realize their educational or occupational goals. Actual practices, however, can be categorized into distinct patterns which can provide a basis for planning the future mission of counseling. Some strategies are designed to sort the student body into meaningful subsets (e. g. students at risk, undecided students, or monolingual students), with possible new directions at BCC being the assessment of high- and moderate-risk students and students on probation or suspension waiver. Other strategies can be categorized as supporting in that they strive to ease students' problems with everyday life to help them maintain their status as students. Possible avenues for improvement related to supporting include psychological assessment, more study skills workshops, and more career and job placement workshops. Other strategies are aimed at helping students connect to the institution. BCC should consider the use of academic advising student mentors and computer literacy peer support programs to enhance these efforts. Finally, other strategies are aimed at transforming students from passive to active or failure threatened to achievement motivated students. New directions related to transformation strategies include a summer bridge program to offer classes between spring and fall requiring self-empowerment assignments in computer workshops. Contains 61 references. (TGI).


8 OF 99

AN ED390307.

AU Thompson, W. H.

TI I Know My Stuff: Motivating Your Own Learning in College.

AB This book is a guide to helping college students take charge of their learning in their school environment, by capitalizing on their motivation arising from curiosity. It helps students gain independence from the lecture-study-exam system, with a resulting sense of thinking "I know my stuff". The guide argues that many students who do not work to their potential have a low awareness of behaviors that contribute to academic success. Chapter 1 urges students to do one thing at a time and to relax all tensions so their minds can work effectively. Chapter 2 looks at motivation and self-motivation and distinguishes between learning and academic achievement. Chapter 3 describes lack of curiosity and dependency in learning and their causes, such as the need for authority, the need to hold others responsible, the need for assurance, and other factors. Chapter 4 looks at self-reliance in learning based on functioning curiosity. This chapter explores the acceptance of uncertainty and vulnerability and the development of responsible action and self-confidence. Chapter 5 focuses on students' awareness about learning. Chapter 6 gives some practical examples of learning with a functioning curiosity in English, mathematics, problem solving, science, and history. This section also offers suggestions about organizing term papers and classroom notes and writing 1 laboratory reports. (JB).


9 OF 99

AN ED390280.

AU Flowerdew, John, Ed.

TI Academic Listening: Research Perspectives.

AB A collection of essays address a variety of issues in listening in the academic context, particularly in a foreign or second language. Articles include: "Research of Relevance to Second Language Lecture Comprehension--An Overview" (John Flowerdew); "Expectation-Driven Understanding in Information Systems Lecture Comprehension" (Steve Tauroza, Desmond Allison); "The Effects of Rhetorical Signalling Cues on the Recall of English Lecture Information by Speakers of English as a Native or Second Language" (Patricia A. Dunkel, James N. Davis); "Second Language Listening Comprehension and Lecture Note-Taking" (Craig Chaudron, Lester Loschky, Janice Cook); "On-line Summaries as Representations of Lecture Understanding" (Michael Rost); "Topic Identification in Lecture Discourse" (Christa Hansen); "Variations in the Discourse Patterns Favoured by Different Disciplines and Their Pedagogical Implications" (Tony Dudley-Evans); "University Lectures--Macro-Structure and Micro-Features" (Lynne Young); "Lecture Listening in an Ethnographic Perspective" (Malcolm J. Benson); "By Dint Of: Student and Lecturer Perceptions of Lecture Comprehension in First-Term Graduate Study" (Abelle Mason); "Visual and Verbal Messages in the Engineering Lecture: Notetaking by Postgraduate L2 Students" (Philip King); "Evaluating Lecture Comprehension" (Christa Hansen, Christine Jensen); and "Training Lecturers for International Audiences" (Tony Lynch). Contents are indexed by citation and subject. (MSE).


10 OF 99

AN ED390274.

AU Wilhelm, Kim Hughes.

TI Curricular Change Using an ID (Instructional Development) Model: Application within a Malaysian/American Cooperative University Setting.

AB A project to improve a program in English for academic purposes in Malaysia is described. The program is a university preparatory curriculum for Malaysian students wishing to attend colleges in the United States. In the program, students are placed in one of three tracks based on English language proficiency. The project was intended to integrate critical thinking, learning strategies, and study skills into the curriculum. The instructional development model used to accomplish this has three stages and nine functions. The first stage is that of definition, during which the problem is identified, learning environment and participants are analyzed and described, and management tasks and time lines are decided. In the second stage, development, objectives are identified, methods are specified, and prototypes are constructed. The third stage is that of evaluation, during which prototypes are tested, results are analyzed, and the processes of revision and recycling are conducted. The procedures used in this project are chronicled according to these stages and functions. It was found that in using this approach, teachers learned to view themselves as instructional developers rather than as content specialists. Problems encountered and positive effects of the project on teachers are discussed briefly. (MSE).


11 OF 99

AN ED389998. 1

AU Robinson, Amy E.; And Others.

TI Gender Roles and Study Habits.

AB Many studies have been conducted regarding biological sex and its impact on academic achievement. However, they report conflicting results. Even when research has suggested there is a relation between sex roles and achievement, there has been little exploration of what components of achievement are most related to masculine and feminine gender types. This study examined the relationship between gender identity and study skills in undergraduates from a Mid-South University. Masculine characteristics were more strongly related to effective study habits than were feminine characteristics. Moreover, this relationship was more true for females than for males. Thus females having more masculine traits than feminine traits more than likely utilize effective study habits; however, in males, masculine traits are no better a predictor of effective study habits than are feminine traits. Gender-related characteristics, especially instrumentality, appear to be important for academic achievement. Two figures provide samples of the instrumentation used in the study: Study Habits Inventory and Personal Attributes Questionnaire. Two tables report results of the study. (JBJ).


12 OF 99

AN ED389995.

AU Drozd, Glenda P.; And Others.

TI Is Depression Related to Study Habits.

AB Results of a 1992 survey showed that up to 39% of adolescents and colleges students may be affected by nonclinical depression. While research shows that depression is related to achievement, it is not yet clear how depression and achievement are related. However, current data do indicate that depressed individuals may show a general malaise about studying and utilizing effective study habits. This study investigated the relation between study habits and depression in college students (n=129). Students with more depressive symptoms did not have greater difficulty with specific study behaviors, but did with off-task behaviors (i. e. with getting focused on studying). Females reported significantly more depressive symptoms than did males, which in turn significantly lowered the productivity of their study habits. The results help pinpoint specific problems exhibited by students with depressive symptoms, as well as sex differences in problems. Two figures provide samples of the instruments used in the study: Study Habits Inventory and Center for Epidemiologic Studies Depression Scale. Two tables report results of the study. (JBJ).


13 OF 99

AN EJ514538.

AU Grimes, Sue K.

TI Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

SO Journal of College Student Development; v36 n5 p422-30 Sep-Oct 1995. 95.

AB A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive, goal-oriented, and effort-related strategies. (Author/JBJ).


14 OF 99 1

AN EJ513731.

AU Parker-Gibson, Necia.

TI How to Sift Citations.

SO College Teaching; v43 n3 p106-09 Sum 1995. 95.

AB To help college teachers assist students in approaching reference materials to obtain citations, basic points that students should identify within citations are specified, and useful classroom techniques and materials are suggested. Common errors in search strategies are also noted. Some suggestions are made for selection of indexes for searching. (MSE).


15 OF 99

AN ED388343.

TI New Student Inventory Survey Results, FY 1995. Research Monograph II.

AB In the 1994-95 academic year, the Southeast Campus of Tulsa Junior College, in Oklahoma, conducted a survey of new students to determine differences in educational perceptions and expectations based upon the educational background of the students' parents. Questionnaires were distributed to all incoming students, with 1,579 completed questionnaires being received. Respondents were divided into four groups according to their parent's educational background: (1) high school or less, comprising 29.5% of the sample; (2) come college, comprising 34.5%; (3) Bachelor's degree, comprising 20.5%; and (4) post Bachelor's degree, comprising 15.5%. The questionnaire contained 30 questions designed to assess 6 basic components: general information, academic needs, study skills, career planning, social involvement, and financial needs. An analysis of responses indicated that students whose parents had no college background (i. e. first generation students) were more likely to perceive their abilities and skills somewhat lower than other groups. First generation students were also less likely to have a social support network helping them adjust to the demands of college life and were more likely to have applied for financial aid than other groups. Finally, first generation students were more likely to have an associate degree as their primary educational goal than other groups, indicating a lower expectancy for success. The survey instrument and tables of responses are appended. (TGI).


16 OF 99

AN EJ512127.

AU Trawick, LaVergne; Corno, Lyn.

TI Expanding the Volitional Resources of Urban Community College Students.

SO New Directions for Teaching and Learning; n63 p57-70 Fall 1995. 95.

AB Research suggests urban community college students have ineffective study approaches and habits. A program teaching how to regulate behavior, cognition, and affect can be an important resource. One such program helps students monitor and control external and internal aspects of the learning environment, task and setting, others in the task situation; and personal attention and motivation. (MSE).


17 OF 99

AN EJ512124.

AU Zimmerman, Barry J.; Paulsen, Andrew S.

TI Self-Monitoring during Collegiate Studying: An Invaluable Tool for Academic Self-Regulation.

SO New Directions for Teaching and Learning; n63 p13-27 Fall 1995. 95.

AB Self-monitoring is an important part of self-regulated learning. While researchers agree on the overt features of self-monitoring, its 1 psychological dimensions are disputed. Faculty can help college students learn formal, systematic techniques by teaching it in four phases: baseline, structured, independent, and self-regulated self-monitoring. A sample protocol is presented. (MSE).


18 OF 99

AN EJ512056.

AU Norton, Linda S.; Crowley, Catherine M.

TI Can Students Be Helped to Learn How to Learn? An Evaluation of an Approaches to Learning Programme for First Year Degree Students.

SO Higher Education; v29 n3 p307-28 Apr 1995. 95.

AB Results of a British program of eight learning strategy workshops for university freshmen are discussed. The workshops focused on essay writing and test-taking skills. Regular attendees had significantly more sophisticated conceptions of learning than irregular attendees and had higher essay and examination scores. However, differences in overall academic achievement results were not as clear-cut. (Author/MSE).


19 OF 99

AN ED387005.

AU Glover, Jeanette W.; Hull-Toye, Carolyn S.

TI Does JOBSWORK Work? Assessing the Effect of Student Involvement on Outcomes. AIR 1995 Annual Forum Paper.

AB This study of 528 Tennessee welfare recipients enrolled in regular community college vocational or technical programs examined academic background, personal characteristics, student attitudes, college experiences, and learning outcomes. These students were primarily single parents who received Aid to Families with Dependent Children benefits and were voluntarily attending the community college. The Community College Student Experiences Questionnaire was used to obtain: demographic information, measures of student involvement, satisfaction with the community college experience, involvement with clubs and organizations, and participation in learning and study skills instruction. Multiple regression analyses were undertaken to determine predictors of grade point average (GPA), students' self-assessments of gains in career preparation, and self-assessed growth in personal and social development. Student involvement in course activities and clubs were significant predictors of students' self-assessments of progress in personal and social development. For gains in career preparation, involvement in clubs and vocational courses were significant predictors. Satisfaction with the college environment as well as instruction in learning and study skills were significant predictors of both self-assessed career preparation and personal development. (Contains 32 references and 3 tables. ) (SW).


20 OF 99

AN ED386838.

AU Roberts, Violet Cain.

TI Tutor Resource Manual: Tutoring Students in the Community College. Includes Section on Disabilities.

AB This manual for peer tutors on tutoring community college students was developed as part of the EASE (Equal Access for Students to Education and Experience) Project at seven community colleges in northeastern Minnesota. The manual provides a general overview of policies, benefits, and responsibilities related to peer tutoring. It then offers guidelines and procedures for accomplishing the task. The latter part of the manual deals with students with special needs such as physical disabilities and/or learning differences, followed by suggestions and strategies for tutoring special needs students. 1 Individual sections address the following topics: the community college learning center, the peer tutor, benefits of being a peer tutor, roles of the tutor, improving interpersonal effectiveness, policies on sexual harassment, a code of ethics for tutors, 21 guidelines for peer tutoring, learning styles, time management, the questioning circle, teaching the writing process, graphic organizers, spelling, math, difficult tutoring situations, learning strategies, assistive technology, compliance with Section 504 of the Rehabilitation Act of 1973, a quick reference guide to preferred terminology in speaking of people with disabilities, general suggestions for working with people who have disabilities, characteristics of various disabilities, notetaking, test accommodations, and recording of textbooks. An appendix provides reproducible forms. (Contains 16 references. ) (DB).


21 OF 99

AN EJ510201.

AU Hirsch, Sharon F.; Gabbay, Anita.

TI A Current Events Approach to Academic Reading.

SO TESOL Journal; v4 n4 p27-30 Sum 1995. 95.

AB Presents a current events course designed to teach students in Israel both English language skills as well as the advanced reading and study skills they need to comprehend university level texts and journal articles. A current events approach to academic reading enlivens the foreign language classroom and motivates and broadens the horizons of students. (16 references) (CK).


22 OF 99

AN ED385990.

AU Shaw, Stan; And Others.

TI Independence vs. Dependence: A Study of Service Providers' Intervention Methods for College Students with Learning Disabilities.

AB This study evaluated the extent to which practitioners in higher education settings employ interventions that promote independence among students with learning disabilities. A survey was developed and sent to 694 practitioners across the United States involved in service delivery to students with learning disabilities at the postsecondary level. Of respondents (N=510), 43 percent were from two-year institutions and 55 percent from four-year institutions. Analysis of survey responses found that practitioners who employ independence-oriented methods to a high degree tend to employ dependence-oriented methods to an equally high degree, indicating that the independence-dependence dichotomy is of almost no heuristic value in describing the present state of support services to these students. Overall, results suggested that, as practitioners develop and expand postsecondary services for students with learning disabilities, they fail to discriminate between those services that foster independence and those that do not. Several tables and graphs illustrate the study's findings. (Contains 38 references and 2 tables. ) (DB).


23 OF 99

AN ED385829.

AU Bryant, Diane; Lindeman, Troy.

TI College Study Skill Text Analysis Based on Validated Research Recommendations.

AB Ten randomly sampled college reading/study skill texts published since 1987 were analyzed based on external text aids and validated research recommendations. Many articles exist that contain a 1 detailed description of one specific skill such as mapping, underlining, sequencing, etc. but only one recent article, "Ten Recommendations from Research for Teaching High-Risk College Students" (N. Stahl and others), contained a wide variety of instructional suggestions which could accommodate these researched skills. The criteria were drawn from the above mentioned article and "Content Area Reading" by R. T. and J. L. Vacca (1989), and the results were charted, tabulated, and discussed. Research suggests that instructors should select a text that contains a wide variety of skills, but many published texts do not. Fifteen students who were in college or were college-bound selected a book of their choice and commented freely. The students overwhelmingly found most texts to be "boring, unmotivating, and unhelpful". The survey findings suggest that to select an appropriate text instructors of remedial study skills courses should have a good knowledge base of the latest research, as well as a strong concept of the method they wish to incorporate into their program. Findings suggest (and earlier research states) that the usage of a wide variety of texts may prove to be beneficial for the instructor of college remedial reading courses in order to incorporate research recommendations. (Contains a list of works cited for analyzed texts and 16 references. Three appendixes of data are attached. ) (RS).


24 OF 99

AN ED385807.

AU Drummond, Robert J.; Drummond, Heather A.

TI Northeast Florida College Reach Out Program: 1995 Evaluation Report.

AB The College Reach Out Program is an educational program funded by the Florida Legislature designed to motivate and promote students in grades K-12 to complete high school and enroll in some type of postsecondary educational institution. The program is an attempt to help racial/ethnic minorities, low income students, and educationally disadvantaged students to complete their education and be prepared for the demands of the workplace. The program consisted of a series of orientations which included student and parent workshops, study skills information, academic tutoring and role model sessions. A time series design was utilized to collect evaluation data from the students and staff. The major instruments used were the: (1) School Attitude Measure (SAM); (2) Self Directed Search; and (30 Culture Free Self-Esteem Inventory (CFSEI). The responses to the items on SAM and CFSEI indicated that most of the 11- to 13-year-old students (N=41) showed acceptance of the value of education and the need to do well in school. In general, they felt that they did have the support and encouragement of their teachers, parents, College Reach Out Program Staff, and that they can achieve. Two appendices are included with the verbatim responses of students and staff to their questionnaires. (SR).


25 OF 99

AN EJ509261.

AU Nicaise, Molly.

TI Treating Test Anxiety. A Review of Three Approaches.

SO Teacher Education and Practice; v11 n1 p65-81 Spr-Sum 1995. 95.

AB Promising developments in test anxiety treatment research help decrease the related physiological responses, strengthen the ability to handle tensions through study skills and test-taking training, and use cognitive restructuring and cognitive supports to handle problematic testing situations. The article reviews the three philosophies and presents examples of treatment interventions. (SM).

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26 OF 99

AN EJ508069.

AU Scales, Alice M.

TI Enhancing the College Reading Study Course Experience with Computer Use.

SO Forum for Reading; v24 p20-31 1993-94. 94.

AB Describes part of a college reading and study-skills course that instructs students in using library and computer laboratory resources. Notes the importance of helping students recognize that achievement takes time. Appends four course assignments. (SR).


27 OF 99

AN ED385347.

AU Georgiady, Nicholas P.; Romano, Louis G.

TI Focus on Study Habits at Home for Middle School Students: A Guide for Parents and Students To Increase Learning at Home.

AB This booklet is designed to help middle school students and their parents analyze student study habits, plan a study schedule, organize a place to study, and actually study their subjects. Students and parents should analyze a typical day's activities to see how the student spends his or her time, using a chart to see how each hourly (or half-hourly) block of time is spent. A workable study schedule should then be prepared that allows time for all required activities and approximately 3 to 5 hours of study time per week for each subject. Parents and students should select a place for studying that is quiet, well-lit, and comfortable, with access to adequate supplies and reference materials. The actual studying process should be based on the "SQ3R" method: survey, question, read, recite, and review. Students should survey the material they wish to study, refer to chapter questions or headings to develop questions about the material, read the material thoroughly, recite important points as the material is read, and review the main points covered. (MDM).


28 OF 99

AN ED385346.

AU Georgiady, Nicholas P.; Romano, Louis G.

TI Focus on Study Habits in School: A Guide for Teachers and Students To Increase Learning in the Middle School.

AB This booklet is designed to help middle school students and their teachers analyze in-school study habits, providing 12 specific suggestions to help students succeed academically. Students need to understand the importance of: (1) school attendance; (2) good health; (3) paying attention in class; (4) effective note-taking skills; (5) picking a good seat in the classroom; (6) having the right materials for their assignments; (7) using the proper study skills for large group, small group, and individual learning situations; (8) listening and taking notes in class; (9) passing tests; (10) effective test taking strategies; (11) asking for help when they need it; and (12) teacher-student conferences and dialogue. A list of related resource materials is included. (Contains 11 references. ) (MDM).


29 OF 99

AN ED385302.

AU Platt, Gail M.

TI Learning from the Past, or Must History Repeat Itself? The Learning Center's Annual Report, 1994-95.

AB The Learning Center (LC) at South Plains College (SPC), in Texas, was established to provide remedial instruction in learning strategies, reading, and writing; college-level instruction in critical thinking and human development; tutorial assistance; study skills seminars; 1 and other services. During the 1994-95 academic year, over 3,466 students were served, representing a 41.9% increase over the previous year and including 1,342 who received tutorial assistance and 1,124 who attended study seminars. Student evaluations of LC instruction carried out in fall 1994 resulted in a mean rating of 4.562 on a 5-point scale, consistent with SPC's institutional mean of 4.5. However, results from the state Texas Academic Skills Program (TASP) assessment test indicate that SPC students performed at lower levels in 1994-95 than in previous years and that they performed more poorly than students statewide. Of the 1,129 SPC students who attempted the TASP Math test, for example, only 44% met the remediation standard and 126 students failed all 3 parts of the TASP. Case studies of three of these failing students revealed that in each case proper advisement could have directed the students to appropriate remedial courses that would have improved their chances for success. Finally, the faculty of the LC, which includes five professional developmental educators, participated in a process of Continuous Quality Management to improve instruction and have identified the need for greater availability of computers to enhance LC services. (June 1995 TASP data and a class reaction survey instrument are appended. ) (KP).


30 OF 99

AN ED384774.

AU Reeves, Sandra; Turlington, Anita J.

TI Strategies for Success: Teaching and Advising Special Needs Students.

AB This handbook is intended to provide Tri-County Technical College (TCTC) faculty and staff with strategies and resources for teaching and advising students in special populations as defined in the 1990 Perkins Act. Listed first are general tips for setting a positive tone. The remaining three sections discuss the characteristics of students with the following special needs and classroom/counseling strategies for meeting those needs: physical disabilities (mobility-impaired, hearing-impaired, and visually impaired students); learning disabilities (disabilities affecting the learning of oral, written, math, and study skills); and limited English speaking ability. Appendixes constituting approximately two-thirds of the handbook contain the following: lists of services for special needs students available at TCTC and in the surrounding community; list of books and videotapes available through the Partnership for Academic and Career Education (PACE) office; and a booklet from the HEATH Resource Center detailing national resources for adults with learning disabilities. Included in the booklet are the following: guidelines for assessing students' needs and locating professionals to conduct assessments; learning disabilities checklist; annotated lists of 56 resource organizations and 20 resource publications. A wide variety of resource organizations are represented, including national resource centers, literacy organizations, employment services/networks, information networks, and agencies/programs providing postsecondary training and residential housing. (MN).


31 OF 99

AN EJ506890.

AU Monaghan, Peter.

TI Electronic Studying.

SO Chronicle of Higher Education; v41 n36 pA27,30 May 19 1995. 95.

AB The University of Oregon's Center for Electronic Studying investigates ways to use computers to assist college students with physical and learning disabilities for whom studying is especially difficult. Such efforts are increasingly needed because of the trend 1 toward mainstreaming students with varied disabilities. Meeting the cost of the technology needed is a major challenge. (MSE).


32 OF 99

AN EJ506852.

AU Martin, Deanna C.; Blanc, Robert A.

TI VSI: A Pathway to Mastery and Persistence.

SO New Directions for Teaching and Learning; n60 p83-91 Win 1994. 94.

AB The evolution and design of a supplemental instruction program for seriously underprepared students, primarily athletes, is chronicled. The resulting program used videotaped lectures of an outstanding teacher in combination with preview and review exercises. Results indicate that the method can help high-risk students master difficult content and develop study skills simultaneously. (MSE).


33 OF 99

AN EJ506846.

AU Ainsworth, Len; And Others.

TI Steps in Starting Supplemental Instruction.

SO New Directions for Teaching and Learning; n60 p23-29 Win 1994. 94.

AB Design and implementation of supplemental instruction (SI), a combination of content review and training in study strategies for students in high-risk courses, are discussed. The context here is college-level mathematics instruction. It is noted that SI in mathematics may require more structure than in some other content areas. (MSE).


34 OF 99

AN EJ506174.

AU Satcher, Jamie.

TI Bridges to Career Success: A Model Program Serving Students with Learning Disabilities.

SO College Student Affairs Journal; v14 n2 p102-06 Spr 1995. 95.

AB Career counseling programs offer exceptional services to traditional students, but these programs usually overlook learning disabled (LD) students. This article describes Bridges to Career Success: The LD Career Project, which provides career-planning and placement services for LD students. Components of Bridges could be incorporated into existing career-planning services. (RJM).


35 OF 99

AN EJ506172.

AU Satcher, Jamie; Adamson, Kelly.

TI College Students with Learning Disabilities: Their Use of Support Services, Accommodations, and Study Skills.

SO College Student Affairs Journal; v14 n2 p83-90 Spr 1995. 95.

AB Gives the results of a survey of students with learning disabilities at 13 colleges and universities in the Southeast regarding student use of support services, accommodations, and study skills. Most frequently used services were priority scheduling and counselor assistance in informing instructors of the learning disability. Further results are presented. (RJM).


36 OF 99

AN ED384574.

AU MacLennan, Carol.

TI Student Teachers and Curriculum Change.

AB This study was carried out in Hong Kong to determine: (1) if the aims and objectives identified by various groups of students reflect those set out in official course prescriptions; (2) in what ways these aims 1 are similar; and (3) in what ways they are different from officially stated course prescriptions. Participants included a group of 58 uncertified preservice student teachers in their second or third year of a teacher education course, one group of certificated inservice teachers, and one group of uncertificated inservice teachers. The results of the study indicate that there is a mismatch between official aims and the aims recognized by student participants, and suggest that student teachers may be approaching their studies with a narrow view of education as a product rather than recognizing the importance of the overall education process. While the official aims of the Colleges of Education are to develop students to their full potential and to serve the community, 51 percent of the survey respondents stated practical teaching skills as the overall purpose of a teacher education course. The product-oriented view of education suggests that students do not fully understand the role independent study plays in tertiary education. The report concludes that the challenge for teacher educators may be that students still need to be taught how to learn, not in the sense of old-fashioned study skills, but in terms of monitoring their own learning so that they invest time in actively developing their potential. (ND).


37 OF 99

AN ED384303.

AU Shoemaker, Judith S.

TI Evaluating the Effectiveness of Extended Orientation for New, Undecided Freshmen.

AB This study sought to evaluate the effectiveness of a two-quarter, extended orientation program for new, undecided students at the University of California, Irvine (UCI). The course was designed to assist students with the transition from high school to college and acquaint them with strategies to maximize their success at UCI. Of the 690 new, unaffiliated freshmen who entered UCI in fall quarter 1993, 24 enrolled in the extended orientation course for both quarters, 34 enrolled in fall only, 30 enrolled in the winter quarter, and 602 enrolled in neither quarter. The study found that, compared with other unaffiliated students who did not enroll in the extended orientation courses, those who enrolled for one or more quarters obtained significantly higher grade point averages (GPAs) and units completed by the end of spring quarter. Approximately 90 percent of students surveyed who expressed satisfaction with the course said that they would recommend it to other freshmen. (MDM).


38 OF 99

AN ED384170.

AU Rothschild, Lois H.

TI Technology To Enhance Vocabulary Acquisition: Metacognitive, Multisensory and Motivational.

AB This paper presents a method to help high school students with learning disabilities increase their vocabulary in preparation for college, including preparation for college entrance examinations such as the Scholastic Assessment Tests (SATs). The approach focuses on the use of elaborative techniques in which students actively generate meanings and applications utilizing multiple senses. The method involves the intersection of categorization, association, and visualization skills. The recommended 10-step vocabulary development program has students prepare cards with visualization and personal association information on them as well as the word's definition. A software program called World of Words has been developed which utilizes the interactive principles of categorization, association, and visualization and applies them to 1,000 words, derived from 1 previous SATs. These words are classified into 75 categories that highlight similarities and differences. Students can interact with the material by typing, drawing, and comparing their impressions with the program's information. (Contains 10 references. ) (DB).


39 OF 99

AN EJ505282.

AU Shulman, Gary M.

TI Using the Journal Assignment to Create Empowered Learners: An Application of Writing across the Curriculum.

SO Journal on Excellence in College Teaching; v4 p89-104 1993. 93.

AB This article considers why journal assignments are desirable in a variety of college courses and offers a definition of empowerment, three components of a model journal entry, and criteria for journal assignments. Also described are applications of journal writing in English, management, study skills, and communication. (JB).


40 OF 99

AN ED383330.

AU Quade, Ann M.

TI A Comparison of On-Line and Traditional Paper and Pencil Notetaking Methods during Computer-Delivered Instruction.

AB Readily accessible computer technologies including on-line notepads provide new environments for notetaking. This study sought to describe the effects of technology on the notetaking strategies and behaviors of university students. The following questions were addressed: (1) Given a choice, do students prefer taking notes from a computer tutorial using pencil and paper or the computer itself? (2) Is there a relationship between the subject's confidence level towards using computer related technology and the method of notetaking selected? (3) Does the method of notetaking affect time on task or achievement? and (4) Does the content of the notes (word count, percent of information copied, and percent of main ideas) differ significantly between students who used pencil and paper and those that used a computer? Findings indicate that taking notes from computer-based instruction (CBI) using an on-line notepad: promotes greater achievement than pencil and paper methods; is preferred by learners who report higher confidence ratings towards new technologies; and promotes minimal recording of the learner's own thoughts. No significant difference was found was found between the two groups' average time per module spent reviewing and taking notes. Results are illustrated in six tables. (Contains 13 references. ) (Author/MAS).


41 OF 99

AN ED383249.

AU Disbro, William.

TI 100 Things Every College Freshman Ought To Know.

AB This small book is designed to be an easy-to-read, practical introduction for college freshmen to the college setting. Written by a college art instructor and designed to answer many of the questions that official college publications may not answer clearly, it presents information in short, direct, one or two paragraph items. The items are grouped under several broad sections on the following topics: (1) behaviors to be encouraged and avoided; (2) personal suggestions to help make the transition to college life; (3) knowledge of self (items to help define the individual); (4) abilities necessary for college success; (5) readings to develop background and understandings for successful students; (6) definitions and customs in college life; (7) student rights and 1 responsibilities; and (8) a college time line. Appendixes include typical types of campus services and spaces to fill in the location and availability of those services at an individual's own institution, a list of interesting educational statistics, and an index. (Contains 11 references. ) (JB).


42 OF 99

AN ED383236.

AU Skinner, Donna.

TI ESL Curriculum for Adult Learners.

AB This English-as-a-Second-Language (ESL) curriculum was developed in 1994 at Garden City Community College in Kansas. The curriculum is designed to meet the needs of the Adult Learning Center students. Materials were developed for each level of college and adult education. The materials focus on six levels of ESL and include expected learner outcomes in listening, speaking, reading, writing, and life and study skills; teacher and student syllabi, student record card to chart enrollment and completion of learner outcomes; an initial placement instrument to determine student level; and an ESL placement sheet. (CK).


43 OF 99

AN ED383231.

TI El Camino College Basic Skills for Quality Project. Final Report.

AB This is the final report of a cooperative basic skills and literacy project of El Camino College (California) and two companies, BP Chemicals/Hitco Inc. and a division of the Hughes Aircraft Company. An extension of an earlier workplace program with BP chemicals, the program provided basic mathematics, reading, and English-as-a-Second-Language (ESL) instruction for company employees with limited skills in those areas. All classes were held at worksites. The original four-course core curriculum was expanded to include vocational ESL (business communication, both reading and writing), a three-tiered technical mathematics curriculum, team-based organizational leadership skill development, study skills, introduction to computer fundamentals, and a course in customized computer software. The report gives an overview of project design and content, outlining specific goals, related performance objectives, and activities undertaken to meet them, participant demographics, a brief evaluation of project effectiveness, and notes on outside evaluation efforts. It is concluded that the project achieved its primary goal and incorporated some important innovations. Appended materials include instructional materials for students, materials designed for trainer and supervisor workshops, student forms and data used for planning, a survey form, and participant and supervisor evaluation forms. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education).


44 OF 99

AN EJ503331.

AU Meyer, J. H. F.

TI Gender-Group Differences in the Learning Behaviour of Entering First-Year University Students.

SO Higher Education; v29 n2 p201-15 Mar 1995. 95.

AB A survey of university freshmen investigated structural gender differences in learning behavior, based on recollections and report of science study in the final year of secondary school. It is concluded that the differences that emerged are only partially interpretable as classic deep or strategic structures and that gender-sensitive sources of variation should be investigated. 1 (Author/MSE).


45 OF 99

AN EJ503299.

AU Taylor, Imogen; Burgess, Hilary.

TI Orientation to Self-Directed Learning: Paradox or Paradigm.

SO Studies in Higher Education; v20 n1 p87-98 Mar 1995. 95.

AB Based on concern for social work students' abilities in self-directed learning, an orientation module was designed to better prepare students for this learning approach. Design of the orientation and specific classroom techniques are presented. It is noted that the process also raised some issues about the nature of self-directed learning. (MSE).


46 OF 99

AN EJ503294.

AU Abouserie, Reda.

TI Self-Esteem and Achievement Motivation as Determinants of Students' Approaches to Studying.

SO Studies in Higher Education; v20 n1 p19-26 Mar 1995. 95.

AB A study of 135 undergraduate students suggests that students' personality traits in general, and their self-esteem and achievement motivation in particular, have a substantial influence on their approaches to study and to levels of knowledge processing. (Author/MSE).


47 OF 99

AN EJ503293.

AU Richardson, John T. E.

TI Mature Students in Higher Education: II. An Investigation of Approaches to Studying and Academic Performance.

SO Studies in Higher Education; v20 n1 p5-17 Mar 1995. 95.

AB Comparison of the study skills of 38 adult and 60 traditional-age college students in the same course found that older students had significantly higher scores on meaning orientation and lower scores on reproducing orientation and had persistence and educational attainment at least as high as that of traditional-age students. (Author/MSE).


48 OF 99

AN EJ503141.

AU Hildreth, Bertina L.; And Others.

TI The Comprehensive Calendar: An Organizational Tool for College Students with Learning Disabilities.

SO Intervention in School and Clinic; v30 n5 p306-08 May 1995. 95.

AB This article describes use of a comprehensive calendar designed to help college students with learning disabilities organize course assignments, assess assignments in terms of time allocation, and plan for the completion of assignments. The calendar design, which was implemented with students at the University of North Texas, involves task identification, task analysis, and task monitoring. (Author/JDD).


49 OF 99

AN ED381743.

AU Pate, Sarah S.

TI Using Mapping To Get the Most Out of READING.

AB Mapping (a visual system of condensing materials to show relationships and importance) is a strategy for reading which may be used by students in various courses throughout their college 1 experience, or prior to their college experience. Mapping may also be used by individuals, small study groups, or in large groups. Mapping consists of four basic components: a core concept, major points or strands, significant subpoints or strand supports, and support ties or connectors which show the relationships between major points. As part of prereading activities, students use mapping to relate their prior knowledge about the information to be read and raise questions. During reading, students read for the purpose of confirming or modifying their prior knowledge about the major points or concepts. As a post-reading strategy, students use mapping as a means for organizing the information they recall from the passage as well as to identify areas of the passage they may not fully understand. Maps come in a variety of formats, including a basic map for brainstorming, a descriptive map, a sequential map, a "Know, Want-to-Learn, Learned" (K-W-L) worksheet, and a recall diagram. (Sample formats for each type of map discussed are attached. ) (Author/RS).


50 OF 99

AN ED381680.

AU Henderson, Cathy.

TI Labor Force Participation of Older College Graduates.

SO Research Brief; v5 n2 1994. 94.

AB A profile of older college graduates can be constructed from special tabulations provided by the National Center for Education Statistics' 1989-90 Recent College Graduate Survey. Findings indicate the following: one in six bachelor's degree recipients was 30 years old or older; four in five were interested in further education; professional fields of study were chosen more often by older than by younger graduates; 1 year after receiving their bachelor's degrees, older adults were as likely as their younger peers to be working full time; among women, interest in the fields of education and the health professions was greater among the older graduates; and interest in business/management fields was higher and lower in the social sciences among older male graduates in comparison to younger male graduates; the average salary of older graduates was higher than that of younger colleagues; only 4 percent of older graduates working full time were classified as "underemployed" compared to 13 percent of younger graduates; and four in five older graduates considered their jobs to be related to their major fields of study and to have career potential. Specific programs that can help older individuals make a successful transition from the home or job to campus include the following: adult resource centers, workshops to translate work or volunteer skills into study skills, demonstrations on documentation of prior learning for credit, peer support groups, child care services, and staff training on needs and concerns of adult students. (YLB).


51 OF 99

AN EJ501833.

AU Davis, Denise M.; Clery, Carolsue.

TI Fostering Transfer of Study Strategies: A Spiral Model.

SO Research and Teaching in Developmental Education; v10 n2 p45-52 Spr 1994. 94.

AB Describes the design and implementation of a Spiral Model for the introduction and repeated practice of study strategies, based on Taba's model for social studies. In a college reading and studies strategies course, key strategies were introduced early and used through several sets of humanities and social and physical sciences readings. (Contains 24 references. ) (MAB). 1

52 OF 99

AN EJ501831.

AU Hayes, Christopher G.; And Others.

TI The Effects of Extended Writing on Students' Understanding of Content-Area Concepts.

SO Research and Teaching in Developmental Education; v10 n2 p13-34 Spr 1994. 94.

AB Describes a study comparing two writing-based test preparation strategies--PORPE (Predict, Organize, Rehearse, Practice, and Evaluate) and POARE (Predict, Organize, Answer, Rehearse, and Evaluate). PORPE, which uses extensive writing, resulted in better essay-test and 2-week delayed multiple choice test results than POARE, which uses limited writing. Contains 41 references and holistic scoring guidelines. (MAB).


53 OF 99

AN EJ500567.

AU Foos, Paul W.; And Others.

TI Student Study Techniques and the Generation Effect.

SO Journal of Educational Psychology; v86 n4 p567-76 Dec 1994. 94.

AB In two experiments involving 260 college students, the generation effect, which occurs when individuals remember materials they have generated better than materials generated by others, was studied. Results support the generation effect and indicate that it occurs in a natural setting but only for test items targeted by generating students. (SLD).


54 OF 99

AN EJ499933.

AU Powell, Arthur B.; And Others.

TI Researching, Reading, and Writing about Writing to Learn Mathematics: Pedagogy and Product.

SO Research and Teaching in Developmental Education; v10 n1 p95-109 Fall 1993. 93.

AB Presents an annotated bibliography about using writing to aid mathematics instruction, proposing a new research model. Discusses the new model, procedural and affective aspects of compiling and annotating the bibliography, and criteria for selecting bibliographic entries. Provides 38 annotated entries and 11 standard references in the bibliography. (MAB).


55 OF 99

AN EJ499930.

AU Iovino, Suzanne F.

TI A Study of the Effects of Outlining and Networking on College Students' Comprehension and Retention of Expository Text.

SO Research and Teaching in Developmental Education; v10 n1 p43-64 Fall 1993. 93.

AB Compares the effects on college students in a study skills course of five hours of instruction in outlining; networking, a form graphically organizing materials; and memory techniques and library research. Though all groups showed improvement in comprehension and retention of texts, the outlining group doubled the gains realized by the others. Contains 62 references. (MAB).


56 OF 99

AN EJ499929.

AU Hodge, Evelyn A.

TI The Effects of Metacognitive Training on the Reading Comprehension and Vocabulary of At-Risk College Students. 1

SO Research and Teaching in Developmental Education; v10 n1 p31-42 Fall 1993. 93.

AB Describes a study of the effects of training at-risk college students to monitor their comprehension and employ strategies to improve their reading. Indicates that the metacognitive training improved students' comprehension and vocabulary skills more than traditional instructional methods, although only the improvement in comprehension was statistically significant. Contains 29 references. (MAB).


57 OF 99

AN EJ499605.

AU Hill, Mary D.

TI Freshman Counseling Interests.

SO Journal of the Freshman Year Experience; v7 n1 p27-38 1995. 95.

AB A study of counseling interests of 2,575 college freshmen found females more interested in educational/vocational and emotional/social counseling than males and males more interested in improving learning skills and getting counseling for alcohol use. Counselors are advised to examine more than presenting problems in counseling freshmen. (Author/MSE).


58 OF 99

AN EJ499393.

AU Arden-Close, Christopher.

TI NNS Readers' Strategies for Inferring the Meanings of Unknown Words.

SO Reading in a Foreign Language; v9 n2 p867-93 Spr 1993. 93.

AB Compares strategies used to infer the meanings of unknown words by three NNS readers--a good reader, an average reader, and a poor reader--from a series of six readings. The good reader uses a wider range of strategies than the weaker ones; all readers "read in" meanings from their own specialized subject (in this case chemistry). (15 references) (Author/CK).


59 OF 99

AN ED380017.

AU Dale, Paul M.

TI A Successful College Retention Program.

AB This study assessed the impact of the HORIZONS Student Support Program on participating college freshmen at Purdue University (Indiana). HORIZONS is a federally funded program designed to increase retention of first generation, low income, or physically disabled students. The cornerstone of the project and the vehicle through which most services are delivered is the freshman orientation course, "Strategies for Effective Academic Performance," which addresses cognitive and affective needs. Students meet for 3 hours per week in a classroom to address the cognitive portion of the course and for 2 hours per week in a "Community Building/Personal Growth Laboratory" to work on the affective portion of the course. This study compared all 47 freshmen who entered the program in fall 1990 with a matched group of those who did not. Results showed that participation in HORIZONS had a dramatic impact on student retention and rate of graduation. The HORIZONS group retained 85 percent through 10 semesters while the control group retained only 47 percent. The increase in retention and graduation rates resulted from the delivery of a comprehensive set of services. Students evaluated the services and indicated that belonging to a support network, instruction in effective study methods, and tutoring were the most important services. (JB).


60 OF 99 1

AN ED379827.

AU Hauser, Jerald.

TI Help and Fair Play for College Learning Disabled Students.

AB This paper addresses the characteristics, achievements, attitudes, and needs of college students with learning disabilities (LD). The most definitive and frequent description of LD is that there is a significant discrepancy between measured intelligence and academic achievement. College students with LD often possess high degrees of motivation and persistence as a result of coping with these special challenges. Many have identified specific study strategies that work for them, including studying in quiet places, following a schedule, subvocalizing their reading, and purchasing previously highlighted textbooks. Seldom used strategies include using audiotaped textbooks or tape-recording lectures. However, virtually all college students with LD report that they desire and need emotional, social, and academic support such as a support group; academic advising that takes into account their limitations; clear syllabi; tutorial services; and provision of adaptations in test format or time allowed. Among examination procedures likely to minimize these students' success are "pop" quizzes and in-class examinations that require extended and first-time reading prior to writing. Faculty typically express concerns about lack of services for students with LD, false claims of LD to mask poor student preparation, and the increased time demands that LD students require of faculty. (Contains 12 references. ) (DB).


61 OF 99

AN ED379648.

AU Maimon, Lia F.

TI The Effects of Perceptions of Failure on Test Performance of Community College Students.

AB Two studies addressed the effects of failure in reading test performance. In experiment 1, 36 students in 3 intact reading and study skills courses at an upstate New York community college completed a questionnaire, were administered an "unsolvable" reading test, were either given no feedback or "failure feedback," an assessment and placement test, and a cognitive interference questionnaire. In experiment 2, similar subjects from the same community college were restrained from engaging in off-task cognitions to test whether performance decrements following failure would be reversed. Results indicated that students who attributed failure to universal causes exhibited performance deficits and increased off-task thoughts following the unsolvable tests. Results also indicated that instruction that discouraged students from engaging in off-task thoughts eliminated the detrimental effects of universal attributions of failure. Findings suggest that instructions to restrain from off-task thoughts can reduce performance deficits in reading tests. (Contains 23 references and 2 tables of data. ) (RS).


62 OF 99

AN EJ498237.

AU Spiegel, George F. Jr.; Barufaldi, James P.

TI The Effects of a Contribution of Text Structure Awareness and Graphic Postorganizers on Recall and Retention of Science Knowledge.

SO Journal of Research in Science Teaching; v31 n9 p913-32 Nov 1994. 94.

AB Community college anatomy and physiology students participated in a 14-hour study skills class designed to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge. Results indicated that students who constructed 1 graphic postorganizers recalled significantly more than students who simply underlined, reread, or highlighted. (ZWH).


63 OF 99

AN EJ497767.

AU Smith, Judith Osgood.

TI Self-Reported Written Language Difficulties of University Students with Learning Disabilities.

SO Journal of Postsecondary Education and Disability; v10 n3 p1-10 Fall 1993. 93.

AB A study used structured interviews to explore the nature of written language difficulties of 31 university students with learning disabilities. Discussion of results addressed perceived demands for written expression; specific areas of difficulty (proofreading/detecting errors, spelling, grammar, writing speed, legibility); strategies used to complete requirements; and accommodations requested and received. (Author/MSE).


64 OF 99

AN EJ497570.

AU Fox, Stephen D.

TI Metacognitive Strategies in a College World Literature Course.

SO American Annals of the Deaf; v139 n5 p506-11 Dec 1994. 94.

AB Students with hearing impairments at most reading levels in the World Literature Survey Course at Gallaudet University (District of Columbia) benefited from the inclusion of metacognitive exercises which emphasized prereading, reading, and postreading strategies to improve comprehension and retention. Strategies also prompted improved group discussion and teacher student communication. (Author/DB).


65 OF 99

AN EJ497346.

AU Davis-Underwood, Mildred; Lee, JoAnn.

TI An Evaluation of The University of North Carolina at Charlotte Freshman Seminar.

SO Journal of College Student Development; v35 n6 p491-92 Nov 1994. 94.

AB To increase students' academic success and retention rates, colleges and universities are increasingly implementing seminars that will equip students with academic survival skills such as note-taking and doing library research. UNCC's program was found to be effective, and possibilities for further investigation were offered. (BF).


66 OF 99

AN EJ497339.

AU Lenehan, Miriam; And Others.

TI Effects of Learning-Style Intervention on College Students' Achievement, Anxiety, Anger and Curiosity.

SO Journal of College Student Development; v35 n6 p461-66 Nov 1994. 94.

AB Nursing students (n=203) were provided with conventional study-skill guidelines, tutoring, and advisement assistance. An experimental group was also provided homework prescriptions based on their identified learning-style preferences. Students in experimental group achieved higher science grades; grade point averages, curiosity about science scores, and lower anxiety and anger scores than students in control group. (Author).


67 OF 99

AN ED379312.

AU Ross, David B. 1

TI Group Reduction of Test Anxiety: Does It Really Work.

AB This article summarizes the performance of 52 college students who completed a one-credit class for the reduction of test anxiety. The anxiety reduction program uses a variety of study skills and behavioral strategies to improve school performance. The 8-to-10 week class is taught in small groups of from 2 to 6 students. Content focuses on: (1) understanding anxiety; (2) effective time management; (3) managing the moment of crisis; (4) active reading and memory; (5) healthy living habits; (6) test-taking strategies; and (7) rational thinking. Participants demonstrated slightly higher grade averages and improved course completion. Personal comments from the students suggested that some of them had experienced great changes in attitude toward school and life in general. (Contains 6 references. ) (SLD).


68 OF 99

AN ED379033.

AU Eardley, Carla Jean.

TI Effective Tutoring for Nursing: A Guide for Peer Tutors.

AB Intended for upper-level students in nursing and related professions who have been selected to work as peer tutors, this book was designed to help peer tutors become a caring, competent resource for nursing students through independent study. The book attempts to lay the theoretical groundwork for understanding tutoring as a legitimate aspect of the larger field of learning assistance within a holistic framework. After a brief introduction, unit 1, "Orientation to Tutoring," describes attributes of a successful tutor; teacher-tutor relationships; tutor-student relationships; tutor-institution relationships; the multidimensional role of the tutor; goals and objectives; critical thinking; awareness of learning processes; and successful interpersonal skills. Unit 2, "The Learning Process," covers the following topics: preparation, input, processing, storage, output, learning styles and modalities, blocks to successful learning, situational blocks, internal blocks, and learning skills and the nursing curriculum. Unit 3, "Keys to Successful Tutoring," includes information on holistic thinking; creating communication; organizing the tutoring session; diagnosing student problems; and strategies for when problems arise. The final unit offers "Practical Strategies for Nursing Tutors," focusing on language skills and nursing tasks; active reading strategies for mastering nursing texts; tutoring for writing; nursing math; and test-taking and study skills. (Contains 23 references. ) (KP).


69 OF 99

AN EJ497086.

AU Van Meter, Peggy; And Others.

TI College Students' Theory of Note-Taking Derived from Their Perceptions of Note-Taking.

SO Journal of Educational Psychology; v86 n3 p323-38 Sep 1994. 94.

AB In an ethnographic interview study, a theory of self-regulated notetaking emerged after 4 phases of study with 252 undergraduates. How a student takes notes is determined by a long history of experience with courses, as well as student perceptions. (SLD).


70 OF 99

AN ED377933.

TI Moving through the Curriculum: An Analysis of Pre-Collegiate English Performance at the San Diego Community College District, Fall 1990 through Spring 1992.

AB A study was conducted to compare the success of students entering the 1 San Diego Community College District (SDCCD) at college and pre-college English levels to measure the effectiveness of English developmental programs. Ideally, the time spent in remedial programs should allow students to succeed and progress at the same rate as students who entered at college level. A database of fall 1990 first-time-in-college English students was categorized by skill level. The report compared measures of student success by ethnicity, age category, gender, and disability status. Three measures of success were used: academic performance; a longitudinal design comparing cumulative grade point average (GPA) and cumulative units earned; and persistence. Success rates in English courses taken in fall 1990 varied by skill level: 47% of the Basic Skills students, 54.7% of the English 51/56 (Basic Composition and College Reading Study Skills), and 47.2% of the college-level entrants earned successful grades in their English course; 41.4% of the Basic Skills students, 34.4% of the English 51/56 students, and 45% of the college-level students did not complete their English course. Other findings included the following: (1) basic skill entrants were more likely to earn zero units during the fall 1990 term than other groups; (2) tracking cumulative GPA over four semesters showed little difference between Basic Skills students and English 51/56 students, but a significant difference between these groups and college-level students, who consistently had a GPA approximately one-quarter point higher; and (3) after four semesters, persistence was highest for college-level students (66.4%) and lowest for English 51/56 students (53.7%). (KP).


71 OF 99

AN ED377912.

AU Garza, Nora R.; Gibbs, Linda.

TI A Description and Analysis of Selected Successful Developmental Reading Programs in Texas Community Colleges (and) Analysis of Developmental Mathematics Programs in Texas Community Colleges Which Are Successful with Black and Hispanic Students.

AB Findings of two doctoral research studies analyzing the organizational and instructional characteristics of successful reading and mathematics developmental programs in Texas community colleges are presented in this report. The first paper describes a 1989-90 analysis of developmental reading test scores to determine the characteristics of the most successful developmental reading programs in the state with at least 20% Hispanic and/or African-American representation. This paper indicates that programs were evaluated with respect to aggregated reading test rate, and provides the following characteristics common to the eight most successful programs: (1) a whole-language approach employing computer-assisted instruction, study skills, mentorships, and method evaluation; (2) administrative support for developmental studies; (3) written philosophy and goals; (4) academic department control; (5) academic counseling after assessment; (6) secondary assessments for placement; (7) course restrictions and strict attendance policy; (8) student orientation; and (9) class sizes limited to 20 or less. The second study reviews a similar study examining developmental mathematics programs in Texas, concluding that successful programs assigned high value to basic skills education; were offered through the math department; had well-defined policies and practices regarding assessment and placement of remedial students; and offered lecture-based instruction with math laboratories for learning support. (KP).


72 OF 99 1

AN ED377895.

AU Isonio, Steven.

TI Retention and Success Rates by Course Category, Year, and Selected Student Characteristics at Golden West College.

AB A study was conducted at Golden West College in California using data from the state-report management information system files to analyze course completion and course success data from fall 1991, 1992, and 1993. In addition to identifying trends, the study made comparisons among ethnic groups, between males and females, and between persons for whom English is the primary language and those with another primary language. Study findings show: (1) the overall success rate was 66% in credit/degree-applicable (CDA) courses, 72.4% in credit/non-degree-applicable (CNA) courses; (2) retention rates were 79.8% in CDA courses and 84.8% in CNA courses; (3) Asian students had the highest success rate in CDA courses for each of the fall terms; (4) female students generally had higher success and retention rates than males; and (5) students whose first language was other than English had higher success and retention rates than their native English-speaking counterparts. The college has an obligation to examine reasons for differential rates of success or retention to incorporate them into the Student Equity Plan. It is appropriate to focus on factors such as preparedness, motivation, study skills, and demands on time when discussing demographic variables and educational outcomes. Twelve tables present the data. (KP).


73 OF 99

AN ED377793.

AU Higgins, Ruby D. Ed.; And Others.

TI The Black Student's Guide to College Success. Revised and Updated Edition.

AB This guide for college-bound black students begins with essays written by black professional educators on themes identified by black college students. The essays describe students' experiences from the junior or senior year in high school through the first year in college, and include: "Making Sure You Have the 'Right Stuff'" (Kermit R. McMurry); "Should I Choose a Black College or an Integrated College"? (Marvel Lang); "Beginning the College Selection Process" (Carol Jackson); "Financing My College Education. . How Am I Going To Pay for It and Where Is the Money Coming From"? (Judith Bradbury Wagner); "Special Issue. . for the Black Athlete" (Ron Brown); "What about Housing On Campus or Off? What Are the Alternatives and What Will Help Me Most"? (Ruby D. Higgins); "Selecting a College Major and the Road That Is Taken" (Curtis Baham); "The Critical First Two Weeks on Campus" (Ruby D. Higgins); "Getting Along with Non-Blacks on Campus" (Larry D. Roper); "Getting To Know Black African and Caribbean Students: Becoming a Member of a Global Ethnicity" (Belletech Deressa); "Study Habits: When and How To Study for Maximum Effect" (Thomas H. Buxton); "How To Handle Stress, Tension, and Frustration" (Jan Potter); "What To Do If You Are Failing or in Academic Difficulty: How To Turn a Failing Situation into a Non-Failing One" (Mary Pearce); and "Legal and Financial Aid, Affirmative Action" (Arthur G. Affleck). Part 2, "How I Did It," offers the college success stories of 27 prominent and not-so-prominent black college students and graduates. Part 3 provides a directory of over 950 colleges and universities, giving such information as degrees awarded, enrollment, student to faculty ratio, tuition and other fees, entrance difficulty, percentage of black students and black students who graduate, and availability of black special services. The directory is accompanied by the following chapters: "What To Ask College Recruiters," "Sample Letter 1 to the College Recruiter"; "Most Prestigious Undergraduate Institutions;" "Top Ten Historically and Predominantly Black Colleges and Universities"; "Additional Historically and Predominantly Black Colleges and Universities"; "Universities in Africa, Central America, and the Caribbean"; and "Black Greek Letter Organizations". (JDD).


74 OF 99

AN ED377440.

AU Reed, Keflyn X.

TI An Analysis and Discussion of a Reading Survey of Students' Backgrounds and Expectations.

AB A survey was administered in September 1994 to 226 students enrolled in reading courses at Bishop State Community College to gain information about the students' reading habits and experiences and their expectations from the courses in which they were enrolled. Results indicated that: (1) math was chosen by 29% of subjects as their favorite subject but by 38% of the subjects as their least favorite high school subject; (2) fiction was the favorite type of book to read; (3) "Martin" was the favorite television show; (4) sports was the favorite hobby, and reading was the second-favorite hobby; (5) 42% were generally positive about reading textbooks; (6) 46% took the course because they wanted to improve comprehension; (7) 88 students thought they should study more; and (8) most students would prefer to work on assignments with one partner. (The survey instrument is attached. ) (RS).


75 OF 99

AN EJ494978.

AU Richardson, John T. E.

TI Cultural Specificity of Approaches to Studying in Higher Education: A Literature Survey.

SO Higher Education; v27 n4 p449-68 Jun 1994. 94.

AB Analysis of literature concerning approaches to studying in higher education suggests that these vary systematically from one culture to another. Two common orientations are distinguished: comprehension of meaning of learning materials, and reproduction of them. The former is consistent and coherent, the latter fragmented and variable according to cultural context. (MSE).


76 OF 99

AN ED376887.

AU Lum, Glen; Signor, Pauline.

TI Master Student Study, Fall 1992 Class, Wildwood Campus.

AB In addition to traditional study skills, the Master Student (MS) course at Harrisburg Area Community College (HACC), in Pennsylvania, includes subjects related to career decision making, human development, and psychology. A study was conducted to track the academic achievement, including grades, number of semesters enrolled, and total credits carried and earned, for the 115 students who took the initial MS course in fall 1992. Study findings included the following: (1) 59.1% of the group were males and 22.7% were minorities, both higher than in the general student population; (2) the initial MS group had a mean cumulative grade point average (GPA) of 2.21 at the end of summer 1993, compared to a college-wide GPA of 2.64; (3) while students performed well during the MS course semester, earning a GPA of 2.56, the mean GPA for courses taken the subsequent semester was 2.05; (4) overall, MS students completed an average of 3 semesters, and 79.1% continued their education at HACC for at least 1 additional semester after participation in the course; (5) the mean number of credits carried was 24.4, out of which 22.1 1 were earned; (6) while neither academic major nor ethnicity were related to any differences within the group, male MS students were more likely to have higher GPA's than females; and (7) the analysis indicated that the MS course did help student performance, at least on a short-term basis. Descriptive materials and an outline from the MS course and data tables are appended. (KP).


77 OF 99

AN ED376784.

AU Wilkie, Carolyn; Foreman, John, Ed.

TI Statewide Survey of Developmental Education in Pennsylvania. Trends in Developmental Education: Research and Practice. Monograph #1.

AB A state-wide survey of Pennsylvania colleges sought to document the developmental education programming and remedial services these institutions offer their students. A 100-item questionnaire was sent to all 189 institutions that award undergraduate degrees and certifications. Eighty institutions responded. Findings include the following: (1) most institutions offered assistance in writing, math, reading, and study skills and less frequently in science; (2) other common programming included freshman seminar classes, summer or pre-college programs, special advising/counseling services, placement testing, and campus-wide tutoring programs; (3) colleges especially targeted special admissions students, learning disabled, and English-as-a-Second-Language students for services; (4) the highest participation rate was for writing help followed by help with math, reading, and study skills; (5) 64 percent of programming was offered through a decentralized structure though a centralized structure was more typical in the 2-year institutions; (6) 89 percent of responding institutions conducted evaluations of their developmental education services on a regular basis using multiple variables; and (7) the most common primary operational definition of developmental education programming was a remedial one though developmental definitions were also common. Appendixes contain the survey and its cover letter. (JB).


78 OF 99

AN ED376420.

TI Connections: Helping You Build a Bridge to the Future.

AB This booklet was developed to help ninth graders explore career opportunities. Presented in five sections, the pamphlet opens with, "know yourself," in which students complete exercises designed to enhance self discovery, such as identifying abilities and interests, and designing ways to achieve career plans. The second section, "check out reality," encourages the reader to learn about future trends, the cost of living, the value of education, and other practical concerns. The third segment, "know your options," explores ways to uncover options and encourages the student to develop as many options as is possible. In part 4, "engage in activities," students read on topics ranging from trying new things, to summer and part-time jobs. The last segment, "maximize high school," offers advice on planning for the future, developing good study skills, enrolling in advanced classes, preparing for standardized tests, and other secondary school concerns. Each topic offered here appears on a single, illustrated, and easy to read page. Additionally, at the bottom of many of the pages appear suggestions or phone numbers for learning more about the topic discussed. Appendices feature information on wisely using the summer months, a glossary of career and education terms, and ordering information for publications on post-secondary plans. (RJM).

************************************************************** 1

79 OF 99

AN ED376396.

AU Peniston, Lorraine C.

TI Strategies on Time Management for College Students with Learning Disabilities.

AB Most college students, whether they have learning disabilities or not, experience numerous difficulties in time management. They become easily distracted, do not set priorities, try to accomplish too much, procrastinate, use poor study techniques, or underestimate the amount of time required for a task. This paper outlines some symptoms and strategies for students beset with time management problems. First of all, students must work to reduce interruptions and limit distractions. They should set priorities and then act immediately to accomplish a task. Most students have six different categories of priorities: (1) Family; (2) School; (3) Employment; (4) Personal Obligations; (5) Leisure; and (6) Other. After examining their priorities, students should then allocate time for each category. Schedules and calendars may effectively help one organize time and a number of time management tools are discussed. By completing a weekly study and time schedule and by utilizing schedules and calendars to keep track of assignments, the student may effectively use his or her time. Appended are seven figures which provide time management charts along with tips on how to use time effectively. (RJM).


80 OF 99

AN ED376384.

AU Goldman, Brent.

TI The Implementation of an Academic Advising Program To Prepare the High School Student Athlete for College.

AB This program was developed and implemented to help prepare the members of a high school football team for the academic expectations of college admission. The program had three goals: (1) to insure that student athletes took proper college preparatory classes during high school; (2) to provide evaluation and tutoring for the students; and (3) to insure that student athletes were prepared for the SAT. First, an appropriate academic program for each member of the team was created, through a series of small group and one-on-one meetings between the student athletes and the school counselor, with NCAA (National Collegiate Athletic Association) admissions criteria used as the foundation. Second, an early morning study hall was implemented for all athletes with a grade point average below 2.5, with a teacher and students present to provide tutoring with the goal of raising the average GPA to 2.5; the goal was surpassed with a team average GPA of 2.8. Third, junior and senior athletes attended a 9-week SAT preparatory class. Fourth, the students' academic progress was monitored each week through the use of forms completed by their teachers. Only one player was lost to inadequate grades at the end of the first marking period. Teachers reported that the student athletes as a group improved their academic and social skills during the 9-week implementation. In summary, the program's major objectives were met with dramatic improvement in the area of academic achievement. Includes 5 appendixes providing information and sample forms on NCAA requirements, individual transcript evaluation, weekly progress report, and student athlete contract. Contains 21 references. (CC).


81 OF 99

AN EJ492742.

AU Cocking, Terry S.; Schafer, Susan A. 1

TI Scavenging for Better Library Instruction.

SO Journal of Reading; v38 n3 p164-70 Nov 1994. 94.

AB Describes the Library Scavenger Hunt program at Baylor University (part of the reading and study skills program) which emphasizes learning what sources are available in a college library, where they are located, and how to use them. (SR).


82 OF 99

AN ED375719.

AU Van Der Karr, Carol A.

TI Lessons Learned from Study Groups: Collaboration, Cooperation, and Involvement among Community College Students. ASHE Annual Meeting Paper.

AB This study of student-facilitated study groups at Brooks Community College explores how students structured the study group experience and what type of interaction occurred during the group sessions. The study groups were created for high content introductory courses in which high percentages of students had been unsuccessful. Student leaders were hired to facilitate group activities and help students develop and utilize study strategies for a particular class. Four groups were observed, in the fields of psychology, chemistry, sociology, and history, each with from one to 10 students. Three themes emerged from observation of study groups and interviews with participants: (1) collaboration among students, which included the collective effort of students to direct the study sessions, sharing of materials, sharing of knowledge, and supporting each other through interpersonal interaction; (2) role of the group leader and its influence on student participation; and (3) perceived impact of the study groups, which included study skills, familiarity with course content, comfort level with content, confidence, and out-of-class involvement. The study groups represented a form of student involvement, in which strong patterns of collaboration, academic integration, and even social interaction were evident. The study groups also illustrated patterns of active learning and indicated that the use of authority and knowledge are important to understanding student participation. (Contains 10 references. ) (JDD).


83 OF 99

AN ED375608.

AU Evans, Moyra.

TI A South African Perspective on the Teaching of Literature to ESL Undergraduates.

AB The use of English-language literature in South African college instruction for Black students, for many of whom English is a second language, is discussed, drawing on relevant literature. First, the conditions of the education of Black students in South Africa is reviewed, and it is suggested that this population often arrives in higher education without having been taught appropriate study skills, writing skills, learning strategies, or comprehension in English. Large classes in Black universities are also seen as a problem. Formidable linguistic, cultural, and formal barriers to Black student comprehension of English literary texts are borne out in student achievement patterns. Some educators suggest that more African material, both creative and critical, must be incorporated into the curriculum and that Eurocentric texts should be de-emphasized, while others feel that traditional literature instruction and language instruction are more appropriately separated. The introduction of new language teaching techniques and strategies in South Africa is outlined, and their potential role in comprehension of literature is 1 examined. It is concluded that literature can provide both motivation for language acquisition and better understanding of the language itself. (MSE).


84 OF 99

AN EJ491394.

AU Richardson, John T. E.

TI Mature Students in Higher Education: I. A Literature Survey on Approaches to Studying.

SO Studies in Higher Education; v19 n3 p309-25 1994. 94.

AB Research suggests mature college students use more desirable approaches to academic learning, adopting a deep approach (meaning orientation) more often and a surface approach less often than younger students. Explanations include motivation by intrinsic goals; acquisition of a surface approach by younger students in secondary education; and effects of life experience. (Author/MSE).


85 OF 99

AN EJ491393.

AU Kennett, Deborah J.

TI Academic Self-Management Counseling: Preliminary Evidence for the Importance of Learned Resourcefulness on Program Success.

SO Studies in Higher Education; v19 n3 p295-307 1994. 94.

AB A study investigated how persistence in an academic self-management course related to self-control. Results indicate that the students dropping out had a limited repertoire of general learned resourcefulness skills. However, both high- and low-resourceful students who completed the course used the skills they learned and achieved comparable final grades. (Author/MSE).


86 OF 99

AN ED374868.

AU Ozaki, Roger H.

TI Freshman Orientation: A Comparison of Five-Week Versus Ten-Week Sessions.

AB At DeKalb College in Clarkston, Georgia, freshman orientation classes are conducted by the counseling and student personnel staff who present information about career planning, study skills, student activities, college regulation, student seminars, drugs, program planning, and library seminars. Classes meet for 10 hours per quarter. During summer quarter, beginning freshmen were given the option of attending 5 hours of summer orientation sessions with the fall quarter orientation last 5, rather than the traditional 10 weeks. A study was conducted to determine whether the needs of students were satisfied by the orientation classes, and if there were differences between the evaluations of freshmen in the 5-week classes as compared to those in the 10-week classes. Approximately 1,300 freshmen evaluated the classes at the final class session. In general, student evaluations of the 5-week sections were more positive than evaluations of the 10-week sections. For example, 91.5% of the freshmen in the 5-week course felt that the program planning session was essential or very important for the beginning freshmen, while 71.5% of the freshmen in the 10-week classes felt the same. The career planning sessions were considered essential or very important by 70.8% of the 5-week sample and 56.4% of the 10-week sample. Drug information and study skills sessions appeared to be the least effective. (KP).


87 OF 99

AN ED374741. 1

AU Starke, Mary C.

TI Retention, Bonding, and Academic Achievement: Effectiveness of the College Seminar in Promoting College Success.

AB This paper compares freshmen who enrolled in the College Seminar at Ramapo College (a 4-year liberal arts college in New Jersey) with freshmen who have not taken the seminar. The seminar course includes units on higher education in America; study skills (e. g. writing papers, research skills, taking notes, time management, computer skills); communication and interpersonal skills (e. g. avoiding date rape, solving disputes); substance abuse; stress management; values clarification; volunteerism; discrimination and other minority issues; and career planning. The study's data include responses from 68 percent, 80 percent, and 80 percent of the 1986, 1987, and 1988 freshmen cohorts (ranging from 400 to 500 students) respectively. Retention rates into the subsequent years of college favored those students who enrolled in the seminar. Of eight variables analyzed to predict cumulative grade point average after four semesters in college, the best predictor was "grade and enrollment in College Seminar". Students who took the course attended more events on campus, belonged to more extracurricular organizations, felt more comfortable approaching faculty, spoke with faculty more frequently outside of class, and were more familiar with college support services. The paper concludes that students who have taken the seminar bonded more to the institution and experienced more benefits in both the academic and personal spheres. (JDD).


88 OF 99

AN ED374704.

AU Entwistle, Noel.

TI Experiences of Understanding and Strategic Studying.

AB In an effort to further explore the experience of understanding from the university perspective, this study examined how British students' understanding was refined and committed to memory during preparation for final examinations. After piloting an interviewing procedure, in-depth interviews were conducted with eleven students from psychology (including two pre-med students taking a year out) and zoology. Through a flexibly structured interview schedule, students were taken through their revision strategies, with a particular focus on how they developed understanding and used visualization in its recall. Another 11 psychology students were asked to provide written responses describing their experiences of understanding. As the results of this first study related only to the context of revising for examinations, and as the sample was restricted in both size and range of discipline, the work is currently being extended through two hour-long interviews with twelve final year historians. The current study concerns understanding not just during revision, but also through writing essays as course work (term papers) and in Finals. The analysis found that the experience of understanding involved strong feelings of coherence and connectedness, together with confidence about explaining or using the knowledge acquired. Students differed in terms of the breadth of their understanding and in the depth or level of understanding which was a function of the effort put into making connections within the material and with related ideas and experiences. Only two students studied without any use of structure. Several students relied on the structure they had in their lecture notes. Other students developed structures designed to fit perceived requirements of previous years' examination questions. Only two types of structures drew on wide, active reading and involved an independent transformation of what was being learned. The five different kinds of structure, allied to parallel 1 variations in breadth and depth, were described as "forms of understanding" (Entwistle & Entwistle, 1991) and depended on differing approaches to learning and studying. (Contains 24 references. ) (JB).


89 OF 99

AN ED374592.

AU Dietrich, Amy P.; Kelly, Susan M.

TI Academic Coping Skills and College Expectations of Learning Disabled High School Students.

AB This study assessed the level of academic coping skills being employed by 59 college-bound high school students with learning disabilities (LD), assessed the college-related expectations of these students, and compared these skills and expectations with those identified as essential by successful college students with learning disabilities. Administration of a high school modification of the College Student Experience Questionnaire and another questionnaire revealed that: (1) approximately 85 percent of the students expected to use at least one type of ancillary service, such as extended time for tests, tape recorded lectures, and personal help from faculty; (2) subjects initiated few contacts with faculty outside the classroom and over 50 percent had never talked with a counselor; (3) many students did not apply consistent study techniques such as outlining, underlining major points, or reading supplementary materials; (4) papers were frequently written without the aid of a style manual, dictionary, or thesaurus; (5) students anticipated academic problems in college, most commonly in reading, mathematics, and English; and (6) while successful college students consistently stressed the importance of putting forth extra effort, high school students were not consistently doing so. Implications for the development of college preparatory courses for LD students are outlined. (Contains 12 references. ) (JDD).


90 OF 99

AN ED374412.

AU Carthey, Joseph H.

TI Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

AB A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College from 1988 to 1991 took the Kolb Learning Style Inventory to determine their learning styles and the McCarthy Hemispheric Mode Indicator to discover whether students were right-brained, left-brained, or whole brained. Academic achievement was measured by the students' final grade point averages earned in the courses. Direct and inverse tendencies seemed apparent between particular learning styles and academic achievement. In brain dominance, direct and inverse tendencies appeared to exist between certain brain hemispheric modes and academic achievement. Findings suggest that post-secondary business and accounting instructors should consider testing their students to determine students' learning styles and brain hemispheric dominance so that the instructors may suggest study approaches and methods that may increase academic achievement. (Contains 16 references and nine tables of data. The learning style inventory and brain hemispheric mode instrument, and a description of four learning styles are 1 attached. ) (Author/RS).


91 OF 99

AN ED374395.

AU Maiorana, Victor P.

TI The Analytical Student: A Whole Learning Study Guide for High School and College Students.

AB Designed to provide students with an applied, portable, and transferable framework for integrating academic and career/occupational studies, this books uses a "whole learning" perspective to teach students to think, read, write, listen, speak, and problem-solve within the context of their academic and career subject matter. The book helps students make lasting connections among the worlds of knowledge, working, living, and achieving--providing students with learner-centered, lifelong intellectual and practical thinking and communication abilities. The book is divided into five parts: (1) How to Think Analytically; (2) How to Read Analytically; (3) How to Learn Analytically across the Curriculum (includes chapters on humanities, social studies, and sciences); (4) How to Write, Listen, and Speak Analytically; and (5) Managing Your College Career (developing good study habits). Over 125 analytical explorations in the book introduce, explain, and provide practice in whole learning. Appendix A contains templates for analytical displays and narratives; Appendix B discusses whole learning for speakers of English as a Second Language. (NKA).


92 OF 99

AN ED374329.

TI English for Specific Purposes: Building a Curricular Bridge between English as a Second Language and Vocational/Business Office Systems. A Carl D. Perkins Vocational and Applied Technology Education Program Improvement Grant. Final Report.

AB This 11-page report describes a project wherein a Carl D. Perkins Vocational and Applied Technology Program Improvement Grant was used to develop a curricular bridge between the academic English-as-a-Second-Language (ESL) area and the vocational-technical business/office systems area of Austin Community College (ACC). The following project activities are discussed: selecting an English-for-special-purposes (ESP) model; publicizing the ESP project within ACC; selecting content courses, content area instructors, and ESP/business advisory committee members; developing ESP course materials; and networking with other community colleges in Texas. Appendixes/exhibits, constituting approximately 80% of this document, include the following: summary of the implications and distinguishing features of the theme-based, sheltered, and adjunct curriculum models; project-related correspondence; project description; study, reading, and writing skills objectives of the two ESP courses developed; diagram outlining the support, transition, and self-sufficiency phases of academic proficiency; project advisory committee (AC) membership list and minutes/agendas of AC meetings; guidelines for ESP course content selection; college skills inventory; activities for language adjunct courses; course descriptions; evaluation issues; project members' resumes; and report on ESL/ESP programs at El Paso Community College. (MN).


93 OF 99

AN ED373855.

AU Burley, Hansel.

TI Persistence: A Meta-Analysis of College Developmental Studies Programs. 1

AB To obtain a quantitative meta-analysis of studies addressing the effects of community college Developmental Studies Programs (DSPs) on students enrolled in higher education, an analysis was undertaken of a sample of studies culled from journal articles, dissertations, unpublished works found in ERIC, and published and unpublished proceedings of conferences. Results were measured by "effect size," a quantitative way of describing how well the average student who received intervention performed relative to the average student who did not receive the intervention. An effect size of zero, for example, indicated that a participating student did no better or worse than a non-participating student, while a positive effect size indicate that participants performed better than an average student. Results of the study included the following: (1) effect size estimates for developmental studies English composition ranged from -2.25 to 2.33; (2) effect sizes for developmental math ranged from .47 to 2.3; (3) persistence rates for reading ranged from -.32 to .13; (4) the one study of persistence rates for study skills courses that was reviewed had an effect size of -.22; (5) the majority of studies (66%) reported positive effects, indicating that DSPs improved retention rates; (6) programs with strong learning theoretical bases work better than programs that are watered-down versions of regular college classes; and (7) evidence indicates that well thought-out, self-paced, and competency-based programs keep students from dropping out. Contains 19 references. (MAB).


94 OF 99

AN ED373853.

AU Soetaert, Elaine.

TI Student Success Programs at the Northern Alberta Institute of Technology.

AB The Master Student course was introduced at Northern Alberta Institute of Technology to improve student retention; provide individuals with skills to become successful students; and to graduate students with technical, critical thinking, and effective communication skills. The course provides a point of entry into the institution in the areas of academic study skills, career transferable skills, and campus/community resources. The course also addresses critical academic, personal management, and teamwork skills outlined by the Canadian Corporate Council on Education. The philosophy behind the Master Student course is based on three essential elements: no secrets, no victims, and no solos. No secrets suggests there are no tricks to academic success, just common sense approaches applied. No victims encourages self-responsibility by moving students from a victim mode to one of empowerment. No solos refers to the emphasis in the course on building a cooperative and supportive atmosphere. The textbook used in the course comes from College Survival, a company which services more than 1700 colleges in Canada and the United States and includes two student supplements on critical thinking and career planning, as well as a teacher's manual. The course has been offered with the college's Pre-Technology Program since 1986, and some seven other programs or divisions. Although no official studies have been conducted to determine the effect of the Master Student program on retention, student and instructor comments have been positive. Included in the appendix is a list of the components of the Canadian student success network. (KP).


95 OF 99

AN ED373843.

TI Get the Skills Your Need. . 1

AB Compiled to assist advisors at Vincennes University (VU), a two-year college in Indiana, as well as high school counselors and prospective students, this book provides information on placement at VU and entry-level skills needed for success in specific programs, majors, or courses. A brief introduction describes the objectives of the skills guide project and reviews the methods in which the skills were identified and "protected" courses (i. e. courses with pre- and co-requisites for enrollment) were established. The information provided on placement includes a list of basic learning, communication, vocabulary, comprehension, English, and mathematics skills competencies; a placement chart for reading, English, and mathematics based on various placement test scores; and a guide to pre- and co-requisites for protected courses. The bulk of the book consists of descriptions of 73 courses in the departmental areas of social sciences, business, health occupations, public service, humanities, physical education, science and math, and technology. For each course the following information is provided: (1) the course title and catalog number; (2) a brief course summary; (3) minimum requirements, including status as protected or non-protected course and any pre- or co-requisites; (4) recommended high school-level background courses; and (5) detailed entry level skills and abilities in the areas of mathematics, English, reading, thinking, study, and communication skills. (KP).


96 OF 99

AN ED373818.

AU Christensen, Patti; Kime, Bruce.

TI Climb On! From Welfare to a Degree.

AB In operation since 1990, the Gateway Program is a collaborative welfare reform effort developed by Colorado Mountain College (CMC), the county department of social services, and the local Job Training Partnership Act provider. One component of the program is the Link Program, developed to prepare welfare recipients for enrollment in vocational training at CMC. These potential students are, for the most part, not ready to begin college full time. Many have a history of physical, emotional, or sexual abuse; a history of poor educational performance; low self-esteem; problems with substance abuse; or low math and reading levels. In addition, many have difficulty with child care, attending classes, health or personal problems, and a general lack of preparation for college work. To prepare welfare recipients for college, Link offers a 10-week program of vocational assessment and career exploration, parenting skills, stress management, time management, study skills, a therapist-led support group, conflict resolution, communication skills, and, finally, a unique self-esteem building, risk-taking experience -- rock climbing. The voluntary 1-day climbing outing, during which participants climb a 120 foot near-vertical slab of rock, provides a feeling of overcoming fear and adversity that carries through to college work and life in general. In 1993-94, 73% of the 30 students who went on the climbing expedition enrolled in a vocational education program, with 82% completing their program. Personal narratives by former participants and instructors are included along with program descriptions and a Gateway organizational chart. (MAB). B).


97 OF 99

AN EJ487743.

AU Deming, Mary P.; And Others.

TI The Reliability and Validity of the Learning and Study Strategies Inventory (LASSI) with College Developmental Students. 1

SO Reading Research and Instruction; v33 n4 p309-18 Sum 1994. 94.

AB Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB).


98 OF 99

AN ED372914.

TI RCDPM 1992 Conference Book of Abstracts.

AB This booklet contains 51 abstracts of papers presented at the 1992 conference for the Research Council for Diagnostic and Prescriptive Mathematics (RCDPM). Topics covered include: the use of expressive writing to enhance metacognition, adult assessment, cooperative learning assessment, visualization in problem solving, deaf students' beliefs about mathematics, using graphing calculators in precalculus, using number sentences to assess thinking, putting DPMath principles into practice, reduced symbol manipulation in calculus, assessment of language minority students, area concept acquisition, a new constructivist theory for diagnostic and prescriptive mathematics, math clinic students, hands-on geometric measuring, teaching number sense, writing to learn mathematics, using inquiry cycle methodology, effects of consistent instruction in calculus, underaddressed competencies needed by college students, study strategies for college mathematics, memorization, a methods course that considers misconceptions in secondary school mathematics, learners' theoristic development, ragged decimals, using mathematics journals, deaf education teachers' attitudes toward teaching mathematics, evolution of a classroom assessment model, assessing language skill, open-ended questions, interviewing as a final exam, van Hiele levels, math teachers as researchers, prerequisite vocabulary terms for intermediate algebra, using writing with preservice teachers, using Logo to teach variables, Mathematics Intensive Summer Session (MISS) for young women, conceptions of pictographs and bar graphs, decline of blacks in mathematics, role of language in construction of symmetry knowledge, renewal of elementary mathematics, connections, forum for prospective authors for Focus on Learning Problems in Mathematics, Diagnostic Prescriptive Workshop, school/university partnerships to integrate technology, whole language approach to mathematics, using life histories for assessing attitudes, teaching non-mathematically oriented students, Project UP with Mathematics, stimulating mathematical thinking, developmental logic, and fostering professional growth. (MKR).


99 OF 99

AN ED372888.

AU Cox, Barbara, Ed.

TI Learning Communities in Teacher Education Programs: Four Success Stories.

AB This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic requirements, encourage professional development by linking students with minority teachers, and encourage young Latinos to consider teaching as a profession. In 1991, four university schools of education were chosen as demonstration research sites that would develop variations of a learning community model within 2 years. Sites included California State University (San 1 Bernardino), San Diego State University, Southwest Texas State University (San Marcos), and University of Texas at El Paso. All four enrolled substantial numbers of Latino students. Programs are described in terms of goals, target population, key components including most successful program components, number of participating students, and areas for future development. In addition, each university is described in terms of location, faculty, number of students, and focus of teacher education programs. Participants indicated that the programs relieved their sense of isolation and helped them to complete class requirements, increase their level of responsibility, and improve their study skills. (LP).