Improving the Retention of Students from Lower Socio-economic Groups

Yorke, Mantz; Thomas, Liz

doi:10.1080/13600800305737

Cited by 197 publications

(149 citation statements)

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“…For example, in their study about learner centeredness and student retention, Zepke et al (2006) showed how learner-centered education improves retention and completion rates. Their study confirmed earlier findings by Yorke and Thomas (2003). Learner centeredness is described in terms of high quality teaching in general and catering to diverse learning preferences.…”

Section: The Learning Environmentsupporting

confidence: 81%

“…Secondly, the role of the learning environment was investigated as well. From previous research it is known that, in general, learning environments that can be characterized as activating and (or) cooperative, help students integrate (Braxton et al 2000;Johnson et al 1998;Prince 2004), help them feel they belong (Umbach and Wawrzynski 2005) and achieve good study results (Yorke and Thomas 2003;Zepke et al 2006). From this earlier research, we developed the theoretical model as presented in Fig.…”

Section: Discussionmentioning

confidence: 99%

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Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students' interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students' sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.

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Section: The Learning Environmentsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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“…'The challenge is to develop ways in which an individual's identity is affirmed, honoured, and incorporated into the organisation's culture' (Tierney, 2000: 219). Yorke and Thomas (2003) consider that the belief that the institution will enable the accomplishment of personal goals will result in enhanced perceptions of student belonging and, subsequently, academic success.…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

“…As part of a progressive approach, student individual learning needs should be addressed (Zepke and Leach, 2005). Involvement in educationally effective practices such as reflection, formative assessment (Longden, 2006), group working skills (Yorke and Thomas, 2003) and different learning styles should be offered to aid transition. These not only provide opportunity for self-capacity building and collaborative learning but, as Yorke (2001: 122) suggests, 'are key components of the capable person'.…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

“…Kuh et al (2006) suggest positive interactions with staff may foster extremely profound, even life-altering experiences. Despite the importance of strong peer, staff and social networks discussed above, the personal tutor system has not flourished, and is sometimes referred to as tokenism (Yorke and Thomas, 2003). There is some evidence suggesting improvement (HEQC 1994, cited in Billing, 1997, although more current and rigorous investigation is required.…”

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confidence: 99%

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Investigating the relationship between student engagement and transition

Vinson

Nixon

Walsh

et al. 2010

Active Learning in Higher Education

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Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a highintensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.

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