Learner Persistence: Implications for Further Research

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Learner Persistence
John Comings
NCSALL/Harvard Graduate School of Education

Implications for Further Research

• Where persistence strategies make the biggest difference
• Which support services work?
• Include more diverse ESL populations in additional studies
• Explore idea of multiple benefits that result from sponsorship, etc., i.e., perhaps student comes with one goal but stops and actually has achieved another not initially set by student
• Is persistence greater in smaller classes/programs? If we focus on his/her quality fewer served, the benefits “trickle down” to positively affect larger numbers in the community
• Do research at our individual sites to test out the data of finding
• What is the persistence success rate when student advisory groups are implemented?
• Self-study for ESL populations
• Replication of study
• Difference in persistence between managed or open entry programs.
• Have learning disabilities been identified as factors in persistence
• Separate study on persistence in connections specifically in intensity and duration
• Inquiry into student-to-student support services.
• What kind of instructional strategies aid students in achieving instrumental and/or developmental goals?
• What kinds of self-study materials work best and can shorten students’ intermittence cycle period