Characteristics of Learning Frameworks Courses in Texas Public Community Colleges
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| Title: | Characteristics of Learning Frameworks Courses in Texas Public Community Colleges |
|---|---|
| Authors: | Russ Hodges, Taylor W. Acee, Stephanie M. Jarrett, René Leblanc, Yuting Lin, Amarilis M. Castillo, Christie Hill-Troglin Cox, Christie Lawson, Candice P. Oelschlegel, Darolyn A. Flaggs |
| Source: | Journal of College Academic Support Programs. 2019 2(1):7-23. |
| Availability: | Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, Study Skills, Instructional Design, Course Descriptions, Courses, Curriculum, Textbooks, Educational Resources, Evaluation Methods, Student Evaluation |
| Geographic Terms: | Texas |
| ISSN: | 2577-9990 |
| Abstract: | In this qualitative study, the authors extend the previous research and present findings from a study investigating post-secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating Board. Researchers focused on learning frameworks courses offered at Texas public community colleges in the Fall 2016 and Spring 2017 semesters. A total of 44 course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics; theoretical perspectives (or lack thereof); textbooks, resources, and assessment selections; and instructor training. The authors recommended the development of statewide resources to assist institutions in meeting statewide curricula requirements. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408265 |
| Database: | ERIC |
| Abstract: | In this qualitative study, the authors extend the previous research and present findings from a study investigating post-secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating Board. Researchers focused on learning frameworks courses offered at Texas public community colleges in the Fall 2016 and Spring 2017 semesters. A total of 44 course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics; theoretical perspectives (or lack thereof); textbooks, resources, and assessment selections; and instructor training. The authors recommended the development of statewide resources to assist institutions in meeting statewide curricula requirements. |
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| ISSN: | 2577-9990 |
