Journal•ISSN: 1066-8926
Community College Journal of Research and Practice
Taylor & Francis
About: Community College Journal of Research and Practice is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Academic achievement. It has an ISSN identifier of 1066-8926. Over the lifetime, 2140 publications have been published receiving 29584 citations. The journal is also known as: Community college journal & Community college journal of research & practice.
Topics: Higher education, Academic achievement, Curriculum, Vocational education, Remedial education
Papers published on a yearly basis
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TL;DR: The American Community College has been an introduction to and an important resource about an institution that has become an increasingly critical institution as mentioned in this paper, for over 30 years, providing an introduction and a resource about the American community college.
Abstract: Now in its sixth edition, The American Community College has, for over 30 years, provided an introduction to and an important resource about an institution that has become an increasingly critical ...
299 citations
TL;DR: In this article, a study was conducted to determine the degree of stress perceived by students at two community colleges in southern Illinois and found that 75% were in a moderate stress category; 12% in a high stress category, and 13% in low stress category.
Abstract: The purpose of the study was to determine the degree of stress perceived by students at two community colleges in southern Illinois. The Perceived Stress Scale was used to gather data from 212 students enrolled in regularly scheduled psychology classes. Of the students, 75% were in a moderate stress category; 12% in a high stress category, and 13% in a low stress category. Women students were more stressed than men; there were no statistically significant differences between traditional and nontraditional students. The most often used activities to cope with stress included talking to family and friends, leisure activities, and exercising. Less desirable coping strategies were drinking alcohol, smoking, and using illegal drugs. Suggestions for community college personnel to use in assisting students cope with stress are discussed.
268 citations
TL;DR: In this article, an overview of past and present research pertaining to student retention in community colleges is provided, and a plan to establish a college-wide retention program is included, along with criteria, definitions, and data needed to monitor progress toward the retention goal.
Abstract: Student retention is critical to the community college environment. To understand student retention issues in community colleges, it is necessary to identify the retention goal of the institution, the criteria, definitions, and data needed to monitor progress toward the retention goal. Only then can a retention program be designed and implemented. A plan to establish a college-wide retention program is included. An overview of past and present research pertaining to student retention is provided.
248 citations
TL;DR: Redesigning America's community colleges (RACC) as mentioned in this paper, a book written by Thomas R. Bailey, Shanna Smith Jaggars, and Davis Jenkins, is a top selection on the reading list of many community col...
Abstract: Redesigning America’s community colleges (RACC), written by Thomas R. Bailey, Shanna Smith Jaggars, and Davis Jenkins, is certain to become a top selection on the reading list of many community col...
242 citations
TL;DR: This paper found significant differences between the way male and female students identified the strengths and weaknesses of the online environment on a range of questions regarding flexibility, face-to-face interaction, shy and quiet students, self-discipline, and self-motivation.
Abstract: There has been considerable scholarly interest in issues related to gender and the online classroom. Some evidence suggests that male and female college students experience the online environment differently. The study reported here was designed to gather information regarding this matter. The Connecticut Distance Learning Consortium (CTDLC) included two open-ended questions on their CT s standard course evaluation form for the fall 2000 semester. These questions invited students to comment on their experiences as learners in the online classroom in as much length and detail as they wished. This report is based on an analysis of the 195 responses to these two questions. Significant differences were found between the way male and female students identified the strengths and weaknesses of the online environment on a range of questions regarding flexibility, face-to-face interaction, shy and quiet students, self-discipline, and self-motivation. The data provide compelling evidence that online courses are of ...
209 citations