Bibliografías temáticas / Student retention

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Literatura académica sobre el tema "Student retention"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Student retention"

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Berger, Ruth. "Student Retention". Journal of Social Work Education 28, n.º 1 (enero de 1992): 85–97. http://dx.doi.org/10.1080/10437797.1992.10778760.

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Taylor, Ian. "Student Retention Conference". MSOR Connections 4, n.º 1 (febrero de 2004): 35. http://dx.doi.org/10.11120/msor.2004.04010035.

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Martin, Malissa y James Racchini. "Enhancing Student Retention". Athletic Therapy Today 10, n.º 3 (mayo de 2005): 48–50. http://dx.doi.org/10.1123/att.10.3.48.

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Henderson, James C. "Minority student retention". New Directions for Community Colleges 1991, n.º 74 (1991): 47–55. http://dx.doi.org/10.1002/cc.36819917409.

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Lieberman, Nancy y Suzanne A. Vaughn. "Student Services and Retention for Welfare Students". NASPA Journal 27, n.º 4 (1 de abril de 1990): 281–86. http://dx.doi.org/10.1080/00220973.1990.11072168.

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Brookman, David M. "MASLOW'S HIERARCHY AND STUDENT RETENTION". NACADA Journal 9, n.º 1 (1 de marzo de 1989): 69–74. http://dx.doi.org/10.12930/0271-9517-9.1.69.

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Abraham Maslow's hierarchy of needs offers a perspective on the motivation of college students and provides a rationale for retention programming in institutions of higher learning. The interventions of student affairs staff and faculty members which address the safety needs of students and engage students' sense of purpose tend to reinforce persistence. The result is improved rates of retention. The possible role faculty might play in a “mentor program” is discussed as a model of cooperative endeavor between the teaching faculty and the student affairs staff.
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Talar, Yulianti y Jimmy Gozaly. "Student retention in Indonesian private university". International Journal of Evaluation and Research in Education (IJERE) 9, n.º 3 (1 de septiembre de 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.
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Polinsky, Tracy L. "Understanding Student Retention through a Look at Student Goals, Intentions, and Behavior". Journal of College Student Retention: Research, Theory & Practice 4, n.º 4 (febrero de 2003): 361–76. http://dx.doi.org/10.2190/h9hv-5m07-rufd-na39.

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Historically, retention, persistence, and graduation rates have been used as indicators of a college's success. While these measures may shed light on what is happening among an institution's students, they are not always as meaningful as they appear. This community college believed that these performance indicators were not accurately reflecting the success of its students. As an offshoot of the college's Retention Committee, the Student Intention Survey was created and administered to the college's credit students as a means to identify student goals, accomplishment of these goals, and how they relate to retention. The results of this study helped explain student retention in terms of student goals and intentions, and identified factors related to positive and negative attrition.
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Earl, Jennifer. "Belonging improves student retention". Science 369, n.º 6501 (16 de julio de 2020): 264.5–265. http://dx.doi.org/10.1126/science.369.6501.264-e.

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Dodd, John M., Florence M. Garcia, Cindy Meccage y J. Ron Nelson. "American Indian Student Retention". NASPA Journal 33, n.º 1 (1 de octubre de 1995): 72–78. http://dx.doi.org/10.1080/00220973.1995.11072397.

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Tesis sobre el tema "Student retention"

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Smith, Alexander Paul. "Student Retention and Retention Information Systems in Higher Education". Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297763.

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Student persistence and retention within the higher education system has been a concern on a broad scale and on a university scale for a long time. Information systems have only just begun to gain traction as another solution for student retention, but they are being proven to be extremely effective. Traditional retention methods such as academic assistance, skills training, student clubs, and other on-campus resources can only go so far. Student retention information systems offer a new dimension within university student retention: these information systems gather, analyze, and report persistence data to academic advisors, professors, and other faculty and staff so that university representatives can proactively help students who are at-risk of dropout or academic failure. Traditionally, these support systems have only been able to identify at-risk students based on academics –but there is much more to persistence. Student retention systems enable parties around campus to identify at-risk students based on metrics far beyond academic success. These systems also offer collaboration between supporters, so advisors are armed with a multitude of information before intervention. I believe that CampusLabs offers an excellent student retention system, Beacon, which will help our university improve academically, financially, and socially through improved student retention.
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Goltra, Robert Joseph III. "Student Retention Matters| A Study of Community College Student Retention Characteristics, Models, and Programs". Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806283.

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The purpose of this study was to determine if retention of first-year college students was influenced by specific variables and programs at one Midwest community college. The study was focused on responses from the Community College Survey of Student Engagement (CCSSE) (Center for Community College Student Engagement, 2013) and peer mentoring program data. Data and retention were measured using Wald chi-square tests and t-tests, respectively. The CCSSE benchmarks were Academic Challenge, Active and Collaborative Learning, Student Effort, Student-Faculty Interactions, and Support for Learners. Benchmarks were analyzed using student variables age, gender, working for pay, student loans, and race/ethnicity. Benchmarks titled Student Effort and Support for Learners had a significant impact on retention. The relevance of this finding became clear through analyzing specific student variables to determine their impact on each specific benchmark. Also investigated were the retention rates of first-time students who participated in the college’s peer mentoring program and first-time students who did not participate in the college’s peer mentoring program. Following analysis of the data, there was a statistical difference in the retention rates of first-year, peer-mentored students and non-peer mentored, first-year students. The peer mentoring program was also studied by analyzing the effects peer mentoring had on students who were on academic probation. No statistically significant difference was found in retention rates of students who remained on academic probation and their peers who had moved off probation. Data for all aspects of peer mentoring suggested program consistency positively affects retention rates of first-year students.

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Chin, Chi-yan y 錢誌恩. "Grade retention: the student' perception". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195778X.

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McKenna, Michelle Bena. "Improving Student Art Vocabulary Retention". VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1543.

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The purpose of this investigation was to research vocabulary strategies that could help improve student art vocabulary retention. The subjects were five intact 3rd grade classes at a culturally diverse elementary school outside of Washington, DC. The vocabulary strategies, concept wheel and semantic mapping, were modified and incorporated into a string printmaking unit for two of the five classes. The remaining three classes were taught the same printmaking unit, with the exclusion of the modified vocabulary activities. The results of a labeling assessment given to each class on three separate occasions indicate that the incorporation of vocabulary activities does help students retain art vocabulary. Possible modifications of multiple proven vocabulary strategies for use in an art classroom setting are discussed.
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Chin, Chi-yan. "Grade retention : the student' perception /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1470948X.

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Rice, Carrie A. "Student Retention: Finding the Missing Perspective". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/571.

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This baseline study was designed to better understand non-withdrawing student leavers. An exploratory research design was utilized which consisted of pilot interviews and a survey. The pilot interviews in this study consisted of five on-campus Fall 2005 undergraduate student leavers. Leaver insight from the pilot interviews served as the foundation for the student leaver satisfaction survey. The student leaver satisfaction survey was administered to Fall 2005 non-withdrawing student leavers. Additionally, National Student Clearinghouse Student Tracker enrollment information was reviewed to determine whether the leaver respondents continued their education. A total of 30 non-withdrawing leavers provided insight of the reasons why they left the university. The average respondent was a traditionally aged (under 25 years old) White student leaver. Most of the leavers self-reported good grades during the Fall 2005 semester. Undergraduate students graduating in Fall 2005 served as a comparison group in this study. Sixty-three graduates responded to the survey. Both the leaver and graduate responses were analyzed. The results indicated that non-withdrawing leavers most often left due to employment reasons, attending another institution, and wanting to be closer to family. A Chi-Square analysis was employed for both leavers and graduates based on survey information related to university involvement. The Chi-Square analysis revealed that leavers were significantly less likely to be involved in university activities compared to graduates. Another finding in this study was that many of the leavers continued their education and some even graduated. Further, a majority of the student leavers in this study had not been contacted by university officials since leaving the institution. Recommendations were given to higher education practitioners for tracking and communicating with this leaver group.
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Jacobs-Biden, Jill. "Student retention at the community college meeting students' needs /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Biden, Jill. "Student retention at the community college : meeting students' needs /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Muhuro, Patricia. "Implementation of student retention programmes by two South African universities: towards a comprehensive student retention model". Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016085.

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Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.
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Inman, Barbara LeSeur. "Addressing student retention at Hampton University". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 133 p, 2008. http://proquest.umi.com/pqdweb?did=1456298061&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Libros sobre el tema "Student retention"

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Sellers, Jan. Supporting student retention. York: Learning and Teaching Support Network (LTSN), 2003.

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Levitz, Randi. Increasing Student Retention. San Francisco: Jossey-Bass, 1985.

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Tracy-Mumford, Fran. Student retention: Creating student success. Washington, DC: National Adult Education Professional Development Consortium, 1994.

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Seidman, Alan. College student retention: Formula for student success. 2a ed. Lanham: Rowman & Littlefield Publishers, 2012.

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Alan, Seidman, ed. College student retention: Formula for student success. Westport, Conn: Praeger Publishers, 2005.

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Harrell, Carita y David G. Capco. The STEM Pathway and Student Retention. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65865-6.

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Officers, American Association of Collegiate Registrars and Admissions. Retention of records: A guide for retention and disposal of student records. Washington, D.C: American Association of Collegiate Registrars and Admissions Officers, 1987.

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AACRAO's student records management: Retention, disposition and archive of student records. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 2013.

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American Association of Collegiate Registrars and Admissions Officers. AACRAO's retention of records: Guide for retention and disposal of student records. 2a ed. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 2010.

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Martinez, Paul. Student retention in further education: The evidence. London: FEDA, 1995.

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Capítulos de libros sobre el tema "Student retention"

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Zepke, Nick. "Student Engagement: Key to Retaining Students". En Student Retention and Success in Higher Education, 63–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80045-1_4.

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McCoy, Selina y Delma Byrne. "Student Retention in Higher Education". En Economic Insights on Higher Education Policy in Ireland, 111–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48553-9_5.

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Catalano, Amy J. "Student Achievement, Retention, and Attrition". En Measurements in Distance Education, 153–60. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315229447-6.

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Seidman, Alan. "How to Increase Retention and Graduation Rates". En Student Support Services, 1–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_35-1.

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Day, Indira N. Z., Wilfried Admiraal y Nadira Saab. "Designing Assessment and Feedback to Improve Student Learning and Student Success". En Student Retention and Success in Higher Education, 217–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80045-1_11.

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Gill, Kam. "Enhancing Student Retention Within Higher Education". En EAI International Conference on Technology, Innovation, Entrepreneurship and Education, 71–77. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02242-6_6.

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Anglin, Pamela D. "Applying Financial Analysis to Student Retention". En Increasing Effectiveness of the Community College Financial Model, 185–92. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230120006_13.

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Millard, Luke y Richard Evans. "Listening for Retention: Enabling Student Success Through Partnering with the Student Voice". En Student Retention and Success in Higher Education, 151–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80045-1_8.

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Harrell, Carita y David G. Capco. "Foundations for Guiding the Mentors". En The STEM Pathway and Student Retention, 51–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65865-6_8.

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Harrell, Carita y David G. Capco. "Recruiting Mentors and the Selection Process". En The STEM Pathway and Student Retention, 41–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65865-6_7.

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Actas de conferencias sobre el tema "Student retention"

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Devereux, Aisling y Markus Hofmann. "Factors that Influence Student Retention". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8018.

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With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.
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Leonard, Stacia E., Berit M. Pearcy, Randa L. Shehab y Susan E. Walden. "Minority student informed retention strategies". En 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684887.

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Laing, C. D. "The requirements of higher education: inducting students via a student support network". En Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030218.

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Houghton, W. "Student reflections on the learning process". En Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030208.

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Ficek, Michal y Lukás Kencl. "Improving roamer retention by exposing weak locations in GSM networks". En the 5th international student workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1658997.1659007.

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Gerodetti, Natalia y Darren Nixon. "“University Challenges”: Addressing Transition and Retention through Games-Based Learning". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5239.

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In the changing UK Higher Education landscape, addressing student retention and attrition rates is of increasing importance. In this paper, after first reviewing literature on the factors influencing student retention and attrition, we explore how the transition to university life for first-year students might be addressed through a games-based learning approach. We explore the benefits of facilitating ‘students as (games) producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting ‘University Challenges’, a new-traditional board game produced through a collaborative staff-student project between sociology students and lecturers at Leeds Beckett University. Drawing on data from student evaluations from three different academic courses, we reflect on how playing ‘University Challenges’ can help first-year students develop the kinds of skills and knowledge basis that contributes to a better experience of the transition and acculturation into university life in all of its facets.
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Zare, Mohammad Reza. "Impact of Student Learning Community on Student Success and Retention". En The European Conference on Education 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-1162.2020.25.

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Ratcliffe, M. "Enhancing the employability of student software engineers". En Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030238.

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Nickbeen, Parya, Susan M. Bogus y Vanessa Valentin. "Tracking Student Retention Using System Dynamics Modeling". En Construction Research Congress 2018. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784481301.013.

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Austin, Shermane A., Leon P. Johnson y John M. Flowers. "Stimulating minority student retention with BalloonSAT projects". En the 12th annual SIGCSE conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268887.

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Informes sobre el tema "Student retention"

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Adriansen, Hanne Kirstine. Using facilitated study groups to improve student retention. Aarhus University, 2010. http://dx.doi.org/10.7146/aul.108.103.

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Hollenbeck, Kevin y Jean Kimmel. An Evaluation of the Ohio JOBS Student Retention Program. W.E. Upjohn Institute, febrero de 1996. http://dx.doi.org/10.17848/tr96-009.

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Hollenbeck, Kevin, Jean Kimmel y Randall W. Eberts. Using Administrative Data to Evaluate the Ohio JOBS Student Retention Program. W.E. Upjohn Institute, julio de 1997. http://dx.doi.org/10.17848/wp97-48.

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McFarlane, Brett. Academic Advising Structures that Support First-year Student Success and Retention. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1044.

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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander y Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, junio de 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Walsh, Michael. The Retention Puzzle Reconsidered: Second Year Student Attitudes and Experiences with Advising. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.993.

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McFall, Kara. State Need-Based Aid and Four-Year College Student Retention: A Statewide Study. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1003.

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Richards, Jeffrey. The Natural Approach and the Audiolingual Method: A Question of Student Gains and Retention. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6580.

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Schwerdt, Guido, Martin West y Marcus Winters. The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida. Cambridge, MA: National Bureau of Economic Research, agosto de 2015. http://dx.doi.org/10.3386/w21509.

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Carl, Michael. The correlation of factors relating to the selection and retention of student teachers at Portland State University. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.602.

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También puede estar interesado en las bibliografías ampliadas sobre el tema "Student retention" para tipos de fuentes particulares:
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