Essay On Learning Transfer

This chapter was very interesting explaining how exploring foundation knowledge of program planning is evaluated. Program planning is examined in five ways, adult learning, cultural differences, relationship building, power and interests, and technology. Knowing how adults learn and how to operate a constructed program that will connect with all adults. Adult programs consist of continuing education, psychology, sociology, anthropology, neurosciences, and cultural studies (Caffarella & Daffron, 2013). Adult education is a field that mature students returns to college and choose as a major. Adult learning discusses different programs that adult learners may be interested in continuing their education. Today there is many programs that adults can experience and learn about to help them decided how to continue their education in life.

1. The rationale and history for the existence of such policies and guidance documents (Ref. 1.3, 1.4)

In a review of the study conducted on the Chicago retention policy, it was found, two years after being retained in the third grade that no academic benefit exists (Robelen, E., 2012). Dr. Robert Brooks found a comparison review on the academic achievement of students who were retained to those promoted, that over time retained students showed no improvement (2002; Jimerson, Anderson and Whipple, 2002; Katz M., 2008).

According to the National Association of School Psychologists (2003), each year, schools retain as many as 15% or more than 2.4 million American students. Other studies found that between 30% and 50% of all students experience retention at least once by the time they are freshman in high school (Robertson, 2001). For students in urban districts, the estimated retention rate is approximately 50%. The National Center for Education Statistics (2006), estimated that the number of students retained at least once in their school career ranged from 10% to 20%... Of those retained, black students experienced retention more than twice as much as white students, and boys twice as much as girls. The controversial practice of grade retention is a concern

Sometimes when proposal are brought forth, and it is a subject that people are not familiar with, I think individuals have to be more open to thoughts and to try and do something different. I know this makes innovation difficult at times, but this also shows that when individuals don’t understand something they will sometime shut it down without truly understanding what can assist students in being successful. In this case, if we are looking at retention, there are seminars or information that need to be shared with underrepresented students to assist them with their

The data-collection for a retention program includes addressing the causes of attrition. Adult learners will fall away when there is no immediate need to learn, if learning is not relevant, if they feel threaten because of their learning style, or if the learning is not applicable to other areas.

The authors in this article looked at many factors that lead to retention in the United Sates. The authors look at environmental factors and socioeconomic factors that have caused high retention rates in our schools. These authors broke down the rates by looking to see if boys or girls are more prone to being retained more. They broke the data down by race and location. It was described that students from low income homes have a higher chance to produce to retention. It was also discussed that policy changes at the local, state and national level can have an effect on these numbers. The article also mentions how a student’s persistence towards self-empowerment and the completion of their academic goals was a strong factor according to the article.

The public institution selected for this research project is a nonprofit, multi-campus and Georgia’s third-largest technical college based in Waco. The institution has an open admissions policy. It enrolls less than 7,000 students annually, in certificate, diploma, and associate degree programs. The highest degree offered at the institution is an associate degree. The student-faculty ratio is 18-to-1. The challenge for West Georgia Technical College (WGTC) is to design and implement effective retention strategies and programs for first-time students that monitor, encourage , and reward student retention using available resources and without burdening faculty and staff with cumbersome tracking and reporting procedures. While the limitations present an overwhelming task, the consequences of not solving the problem exceed any potential limitations. With these limitations in mind, the researcher’s task is to find a workable solution. First-year retention rates involving higher education undergraduates during the previous several years have improved marginally even with various improvement efforts (Barefoot, 2000; Tinto, 2004). Large numbers of first-year students are exiting college due to unsatisfactory academic skills, failures to adapt both socially and academically, in addition to having an inadequate commitment to the objective of finishing college (Ishler & Upcraft, 2005; Tinto, 1987).

The learning perspective what is it? This is the study of how exactly a person is effected through what they learn on a daily basis. Through family, their surroundings and behavior. The people who believe this line of thinking are called behaviorists. Many people look at the learning perspective in a suspiciouse manner not believeing or trusting any of the experiments. But there are many contributions and many limitations of the learning perspective.

Retention data over the past six to seven years is used to predict the type of student who may be at risk of attrition in the incoming freshman class. Of the predicted at risk population, students are paired with an individual who reaches out to them within the first two weeks of classes. The “mentor”

My objective for this survey is to help Concord University’s Retention Rate improve. The future of the university relies on retention and what better way to find out what students need to stay is to ask them directly. We could sit down and ask each student individually but that would take forever and we would never get anything accomplished because we always have new students coming in and If we are only asking them what they want and not giving it to them then the who thing is pointless. So the best way to reach each student individually and save time is to send out a survey so that they can each take the survey and we collect the results and come up with a solution. That is the question though. What is the solution to help Concord University’s

Our reimagined program would dismantle these barriers by challenging many innate assumptions and policies. It will promote a transfer receptive culture (Jain et al., 2011) that operates from an anti-deficit model (Yosso, 2005), and it will be supported by knowledgeable institutional agents. Most importantly, our program will provide

In order for institutions to continue to focus on retention, the proper funding is needed in support services. Services should include support for first generation college students, underrepresented diversity students, academically underprepared students, and even services for your students who are doing well. Intrusiveness

Furthermore, this theoretical model is a combination of the student's admission characteristics, commitment to the institution, and dedication to graduation that impact the decision to stay in college (Tinto, 1987). The model studies the nature of longitudinal developments and defines the causes and features that result in attrition. Despite the fact, the title implies the model regards retention from the student’s perspective, it is in reality positioned towards the

Lin and Tsai (2008) used a quantitative approach to understanding student retention; however, they used their research to understand students’ loyalty. As fast as