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What Is Prior Knowledge and Why it Matters?

Educational Technology and Mobile Learning

2014) in “ Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change ” sheds light on prior knowledge as what students bring into the learning environment – a mix of accurate scientific understanding and misconceptions about a specific topic. Sandmann, A., link] Cordova, J.,

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Looking to Eliminate Dropouts? How Idaho Reached English Language Learners with a ‘Hybrid’ Course Experiment

Edsurge

In hybrid courses, IDLA teachers and students meet on a weekly basis in real-time (synchronously), in addition to the asynchronous nature of online content and assessments, which students can tackle on their own time, at their own piece. But don’t take solely our word for it—hear how the students responded.

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Community colleges tackle another challenge: Students recovering from past substance use

The Hechinger Report

MINNEAPOLIS — At a late August meeting in a windowless room at Minneapolis College, a handful of students barely a week into classes sat back on couches, took a breath and marveled that they were there at all. While she was out, two student workers ensured the recovery program room stayed open, emails went out and weekly meetings happened.

Report 104
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PROOF POINTS: Inside the perplexing study that’s inspired colleges to drop remedial math

The Hechinger Report

When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. The confusion stems from the study design.

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When math lessons at a goat farm beat sitting behind a desk

The Hechinger Report

But Goldstein, who helped create a hands-on manufacturing course at Randolph Union in 2014, says “retention is much easier than recruitment.” Among Act 77’s aims: to reduce high school dropout rates, particularly among low-income students. (In It’s better to be out here than sitting behind a desk listening to a teacher talk.”.

Report 102
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Why placing students in difficult high school classes may increase college enrollment

The Hechinger Report

The meeting was part of a broad effort across the district to decrease the gap between the number of high-income and low-income students who go to college. Nationally, 52 percent of low-income high school graduates immediately enrolled in college in 2014, compared to 81 percent of high-income students.

Data 93
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As small private colleges keep closing, some are fighting back

The Hechinger Report

Colleges are closing or merging at an accelerating rate, from about eight per year between 2004 and 2014, to an estimated 20 per year moving forward, with small private colleges particularly vulnerable. These also show that Nichols has reduced the number of dropouts, holding onto $5.4

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