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Research to Practice Briefs

Integrating research into practice is an important method used by practitioners, policymakers, and researchers to improve the field of education. This section of the NCTN Web site is dedicated to disseminating emerging research from a variety of sources through a user-friendly format.

LineDon't Take No for An Answer: Questioning as a Self-Advocacy Tool for Transition Students

Andy Nash and Cynthia Zafft, World Education, Inc.

Navigating college is a challenge! This brief adapts strategies developed by the Right Question Project to help adult students advocate for their needs.

LineWorking with Young Adults in College Transition Programs

Lauren Capotosto, EdM, Doctoral student at Harvard Graduate School of Education

This research review identifies the challenges of working with older and younger students together in college transition classes. Strategies that four successful programs use in their work with younger students are shared.

LineDecoding and Fluency Problems of Poor College Readers

Lauren Capotosto, EdM, Doctoral student at Harvard Graduate School of Education

This research review provides an overview of the research describing the print difficulties of many struggling college readers. It identifies strategies for improving poor readers' decoding and fluency, which can be used in a classroom setting.

LineThe Economic Benefits of Pre-baccalaureate College: What Can We Learn from W. Norton Grubb?

National College Transition Network staff, World Education, Inc.

This summary of two journal articles gives detailed information about the economic benefits of certificates and associate degrees. In helping the NCTN prepare this brief, Dr. Grubb, noted University of California Berkeley professor, summed up his message this way: “The student needs to earn a credential, in the right occupation area, AND find related employment for all this to payoff.”

LineLearning Communities: Promoting Retention and Persistence in College

Deepa Rao, former Coordinator, New England ABE-to-College Transition Project, World Education, Inc.

This research review describes types of learning communities and how they support retention of students in college, including nontraditional students. The brief includes links to a variety of learning communities and resources with suggestions for developing a learning community in transition programs.

LineStrategies to Facilitate Reading Comprehension in College Transition Students

Kathrynn Di Tommaso, former NCSALL Fellow, World Education, Inc.

This research review discusses recent research on the strategies used by good reader. Learn about the many strategies you can teach your students so that they are ready for one of the biggest challenges of college—reading complex material.

LineAttention Deficits in College Transition Students

Kathrynn Di Tommaso, former NCSALL Fellow, World Education, Inc.

This research review covers the recent research on adults with attention deficits and the essential study skills students need to develop in order to be effective learners in college.

LineContextualized Grammar Instruction for College Transition Students

Kathrynn Di Tommaso, former NCSALL Fellow, World Education, Inc.

A review of research on effective grammar instruction. Research has shown that rote teaching of grammar rules is not an effective teaching method. This brief provides a conceptual framework for discussion of contextualization and numerous classroom examples.

LineWhat Can We Learn From Developmental Reading Research in Postsecondary Education?

Deepa Rao, former Coordinator, New England ABE-to-College Transition Project, World Education, Inc.

A review of developmental reading methods used in the college environment and what is known about “strategic readers.”

LineAttributional Retraining: Rethinking Academic Failure to Promote Success

National College Transition Network staff, World Education, Inc.

Defines “attributional retraining” and gives concrete examples of how to apply the theory in the classroom or counseling environment to support student academic success and persistence in college.

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