Jones-White, D., Radcliffe, P., Huesman Jr., R., & Kellogg, K. (2010). Redefining student success: Applying different multinomial regression techniques for the study of student graduation across institutions of higher education. Res High Educ, 51, 154–174.
This journal article focuses on understanding the process of student graduation and retention in the higher education, specifically, the complexity of the process of the students’ influences and decisions in continuing their higher education as well as the degree of attainment of the students upon entering freshman year and six years after entering in a specific college/university. In order to examine the factors that lead towards student success and the probable reasons why students continue in their education in another institution, certain methodologies were implemented in the study.
Ultimately, the results of the study revealed that many of the students who were marked in the study as “unsuccessful” as they discontinued their education in a specific college or university actually did complete a college degree in another institution. However, in the case of students classified as “reverse transfers” or those that left their college/university after four years to pursue an associate-level degree for two years proved to be more difficult to predict in terms of their likelihood to success. Moreover, those students who achieved higher GPAs were more likely to complete their courses successfully for four years while those with lower GPAs eventually finished or completed another degree in another university or college as opposed to the assumption that they did not continue their college education.
Another important finding in the study is that students who lived inside the campus during their first whole term in college more likely graduated, however, financial condition is one important factor that may affect their ability to graduate on time and in the same institution. The usefulness of this research study lies on its comprehensive student-centric approach towards student retention and the variables that affect student choices and decisions to remain in college and to successfully finish their degrees in the same institution. When the focus is on understanding student success in finishing their collegiate/ bachelor’s degrees, this research study will help present interesting insights on what drives students to succeed and finish their college education or do otherwise.
Tellez, K. (2011). A case study of a career in education that began with “Teach for America”. Teaching Education, 22(1), 15-38.
This journal study revolves around a case study of one of the participants of the “Teach for America” programme. With a biographical/ narrative research method, the case study examined the growth and experiences of the participant in joining “Teach for America” including the implications of his experiences in contemporary teacher education, the role of multicultural education courses as well as why the customized teacher education programs have become common. In order to gather as much information as possible from the participant named “Steven”, the researcher explored the experiences and memories which led Steven to aspire teaching and begin his years inside the classroom, by conducting interviews. The biographic–narrative–interpretive method was applied and the responses derived from the interview with Steven led to questions concerning the contemporary teacher education. Among the questions include:
- Are there teachers‐to‐be who might not benefit from preservice courses or student teaching?
- Are we acting efficiently in our preservice programs?
- Must standardized tests be avoided as evidence of teaching success?
- Do teacher educators have a moral ground to stand on when teachers lacking professional preparation are better than veteran teachers?
- How might we reappraise multicultural education/cross‐cultural education coursework?
In essence, the study presented a critique on the contemporary teacher education in terms of its inadequacies and adequacies and the strategies that need to be changed to better prepare, recruit and retain the best teachers for the students. Indeed, this journal study presents a reconsideration on the professional growth of all teachers in all stages of development. A vital part of the study is on the renewal of the teacher education in these contemporary times.