Practicing Developmental Advising: Theoretical Contexts and Functional Applications

Creamer, Don G.; Creamer, Elizabeth G.

doi:10.12930/0271-9517-14.2.17

Cited by 36 publications

(38 citation statements)

References 5 publications

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“…The curricula, educational requirements, and academic standards of an institution are direct outcomes of institutional vision and the very focus of academic advising (Fox, 2003;Newmann, 1991;Powers, 2006). The general approach to students and educational aspirations that define the institution, as reflected in mission and vision statements, serve to advocate the adoption of one type of advising structure (Habley & Morales, 1998), approach (Creamer & Creamer, 1994), or delivery system (Reinarz, 2000) over others. Indeed, Kuhtmann (2004, p. 108) noted that there are "several factors that institutional decision makers should consider in systematically reviewing the advising models at their institutions.…”

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confidence: 99%

Institutional Vision at Proprietary Schools: Advising for Profit

et al. 2007

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A college or university's general approach to students and student support services, as reflected in its institutional vision, can serve to advocate the adoption of one type of advising structure, approach, and delivery system over another. A content analysis of a nationwide sample of institutional vision statements from NACADA-membership colleges and universities was performed. Findings suggest that for-profit institutions are driven by an outcome-oriented, pragmatic mission statement rather than the complex, compelling vision statement often employed by traditional nonprofit institutions. The customer-service model of the former places priority on student affairs, but in the form of highly centralized prescriptive academic-advising operations. Implications for all academic institutions are discussed. Relative Emphasis: research, practice, theory

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confidence: 99%

Institutional Vision at Proprietary Schools: Advising for Profit

et al. 2007

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“…To a great extent, intrusive advising is also invasive in that it is personal rather than merely professional, and it is dependent on how information is relayed rather than on the information itself. Creamer and Creamer (1994) suggested that intrusive advising is process oriented and conducted by collaboration rather than by mandate.…”

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confidence: 99%

Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness

Molina

Abelman

2000

NACADA Journal

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Academic advisors charged with developing and implementing student success strategies should ask: To what extent is the process of intervention, rather than the nature of any specific intervention, responsible for an influx in at-risk student performance and persistence? Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade-point averages and higher retention rates for all students. Students with the highest risk of academic dismissal were the most responsive to the most intrusive intervention.

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“…The same thing also as proposed by Creamer & Creamer (1994); Creamer (2000) that the use of that introduction in learning is the national language of the country, so it is necessary to learn about the national language in a country. Furthermore, research conducted by Pearce (2011);Munro & Howe (2013); Wiles, et al (2008) argues that it is very important for teachers to use the national language as an intructional language in conveying the subjects they teach to the students, so that for teachers placed in areas where the use of local languages is still high than the use of national language, then still need an understanding of the local language of the area is required.…”

Section: Strengthening Of Lao Language As An Intructional Language Inmentioning

confidence: 70%

Community Awarenes and Child-Friendly School at the District Nonghet, Northern of Lao PDR

Hermino¹,

Luangsithideth²

2017

ASS

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This qualitative research has purpose in order to get deep meaning of community awareness and child-friendly school at the District Nonghet, Northern of Lao PDR, relate with aspect of: (1) strengthening of Lao language as an instructional language in the school; (2) child participation to come to school; (3) role of Village Education Development Committee (VEDC); (4) child-friendly school with local wisdom. Location of the research were in four village groups at the Nonghet district, Xieng Khouang Province. The result of this research indicates that quality education and be improved if there is real involvement by the community, and community awareness and child-friendly school can be addressed, based on: (1) strong education in the family; (2) the importance of attention to the socially outside of school; (3) atmosphere environment in school; (4) methods of theaching by teacher; (5) strengthen the role of teaches as learner and educator; (6) strengthen relationship teacher-student-parent; (7) exempary habituation; (8) implementation of curriculum-based character in the teaching learning process; (9) strengthen of character education; (10) strengthen the role of school principal.

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Practicing Developmental Advising: Theoretical Contexts and Functional Applications

Cited by 36 publications

References 5 publications

Institutional Vision at Proprietary Schools: Advising for Profit

Institutional Vision at Proprietary Schools: Advising for Profit

Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness

Community Awarenes and Child-Friendly School at the District Nonghet, Northern of Lao PDR

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