Note
Includes bibliography.
Member of
Publisher
Florida Atlantic University
Date Issued
2016
EDTF Date Created
2016
Description
Miami Dade College (MDC) is predominantly an associate degree granting
institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is
the nation’s largest, most diverse community college. In 2011, a comprehensive redesign
effort was launched to increase degree completion. This sequential mixed model design
study queried teacher education student voices to explore their perceived impact of three
high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized
Educational Plans). A survey (n=218) was administered during an initial quantitative
phase, confirming that a) students perceived the interventions as the institution intended
and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a
subsequent qualitative phase, unveiling three overarching findings about how and why
perceptions of operational, affective, and academic aspects of the interventions were
useful, not useful, or could be enhanced to help them navigate/ “survive” college, make
adequate progress, and anticipate graduating, transferring, or entering a career.
institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is
the nation’s largest, most diverse community college. In 2011, a comprehensive redesign
effort was launched to increase degree completion. This sequential mixed model design
study queried teacher education student voices to explore their perceived impact of three
high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized
Educational Plans). A survey (n=218) was administered during an initial quantitative
phase, confirming that a) students perceived the interventions as the institution intended
and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a
subsequent qualitative phase, unveiling three overarching findings about how and why
perceptions of operational, affective, and academic aspects of the interventions were
useful, not useful, or could be enhanced to help them navigate/ “survive” college, make
adequate progress, and anticipate graduating, transferring, or entering a career.
Language
Type
Form
Extent
219 p.
Subject (Topical)
Identifier
FA00004612
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2016.
FAU Electronic Theses and Dissertations Collection
Date Backup
2016
Date Created Backup
2016
Date Text
2016
Date Created (EDTF)
2016
Date Issued (EDTF)
2016
Extension
FAU
IID
FA00004612
Organizations
Attributed name: Florida Atlantic University
Attributed name: College of Education
Attributed name: Department of Educational Leadership and Research Methodology
Person Preferred Name
Martínez, Joaquín G.
author
Graduate College
Physical Description
application/pdf
219 p.
Title Plain
Teacher Education Students at Miami Dade College: Perceptions of High Impact Practices
Use and Reproduction
Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2016
2016
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
Teacher Education Students at Miami Dade College: Perceptions of High Impact Practices
Other Title Info
Teacher Education Students at Miami Dade College: Perceptions of High Impact Practices