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dc.contributor.advisorDrexler, Wendy K
dc.contributor.advisorBryant, Camille
dc.contributor.advisorFurst, Mary Beth
dc.creatorFrancis-Lawrence, Dientje Julietta
dc.date.accessioned2022-02-25T14:40:35Z
dc.date.available2022-02-25T14:40:35Z
dc.date.created2021-12
dc.date.issued2021-12-01
dc.date.submittedDecember 2021
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/66842
dc.description.abstractStudents selected for developmental education courses achieve lower than average completion rates within community colleges. Coaching programs that help these students navigate the college environment can improve student academic performance and retention. Using data from a coaching program at a mid-sized community college, this mixed-methods study of developmental education students in the program investigated the relationship between coaching, academic performance, self-efficacy, and retention. Student retention, term GPA, attempted versus completed credits, and perceptions of self-efficacy, goal-setting influence on retention were explored. Results of the Chi Square test revealed a significant difference between groups, in favor of the treatment group. While no significant difference was found between attempted versus completed credits or for GPA, students in the coaching program, overall, had higher GPAs than those who were in the control group. Students and coaches also held the perception that student self-efficacy increased, that goal setting was an important part of coaching, and finding students the right resources, active listening, asking powerful questions, and controlling for bias were helpful in building the coach-student relationship. New themes emerged that has implications for future research: (1) coaching influence on academic success markers such as GPA and credit accumulation; (2) coaching influence on grit, self-efficacy and self-advocacy and the elements of the coaching relationship that influence these factors; (3) coach characteristics, motivation and connection to student; (4) influence of coaching session length and frequency on students outcomes; (5) elements of coach training that influence outcomes; (6) benefits of the coaching relationship to the coach.
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherJohns Hopkins University
dc.subjectdevelopmental education
dc.subjectcoaching
dc.subjectacademic coaching
dc.subjectstudent persistence
dc.subjectstudent retention
dc.subjectstudent supports
dc.subjectremedial education
dc.titleADDRESSING THE USE OF COACHING OF DEVELOPMENTAL EDUCATION STUDENTS TO INCREASE RETENTION RATES
dc.typeThesis
thesis.degree.disciplineEducation
thesis.degree.grantorJohns Hopkins University
thesis.degree.grantorSchool of Education
thesis.degree.levelDoctoral
thesis.degree.nameEd.D.
dc.date.updated2022-02-25T14:40:35Z
dc.type.materialtext
thesis.degree.departmentnot listed
dc.publisher.countryUSA
dc.creator.orcid0000-0001-8245-2016


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