Educational Programs

Paper Summary:

This paper compares traditional versus non-traditional educational programs. It identifies barriers to completing the program which are not evident in one program as compared to the other, or those barriers which appear to be the same in each program. The paper also assesses students' perception regarding program participation and perceptions surrounding possible failures. The paper analyzes which group appears to be at highest risk of drop out and the demographics which appear to be specific to the separate groups. It then assesses what reasons drove the non-traditional students to pursue further education in this manner.

Table of Contents:
Statement of the Problem
Purpose of the study
Review of Literature
Connections to Educational Leadership
Research Hypotheses or Research Questions
Design of the Study

From the Paper:

"It is my hypothesis that the non-traditional students are likely to find the elements of class attendance and financial aid easier to navigate than those of the traditional students. However, I feel that the lack of class dynamic will be a significant element in driving non-traditional students, especially those with nebulous feelings or motivation surrounding continuing education, to drop out of their programs."

Sample of Sources Used:

• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey Bass.
• Banta, T. W. (1997). Moving assessment forward: Enabling conditions and stumbling blocks. In M. Kramer (Series Ed.), & P. J. Gray & T. W. Banta (Vol. Eds.), New directions for higher education: No. 100. The campus-level impact of assessment: Progress, problems, and possibilities (pp. 79-91). San Francisco, CA: Jossey Bass.
• Borden, V. M. H., & Bottrill, K.V. (1994). Performance indicators: History, definitions, and methods. In P. T. Terenzini (Series Ed.), & V. M. H. Borden & T. W. Banta (Vol. Eds.), New directions for institutional research: No. 82. Using performance indicators to guide strategic decision making (pp. 5-21). San Francisco, CA: Jossey Bass.
• Borg, W. R., & Gall, M. D. (1989). Educational research: An introduction (5th ed.). White Plains, NY: Longman.
• Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.

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