Research Supporting AVID Strategies and Methodologies
College and Career Ready: Helping all Students Succeed Beyond High School
Read this overview of Dr. Conley’s book by Harriet Custer, PhD., discussing Conley’s definition of college and career readiness and his exploration of the complex issues around aligning secondary and postsecondary institutions in their efforts to prepare students for postsecondary education and/ or for work.
CITATION: Conley, D.T. (2010). College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco, CA: Jossey-Bass.
Moving Beyond Access: College Success for Low-Income, First-Generation Students
This report shows that students who are both low-income and first-generation are at the greatest risk of not succeeding in postsecondary degree attainment. In contrast, AVID students are a population largely comprised of low-income, first-generation students, and yet, AVID students persist in college.
CITATION: Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: The Pell Institute.
Crossing the Finish Line: Completing College at America's Public Universities
Postsecondary educational attainment in the U.S. is examined in this book, with a focus on long term impacts to the U.S. economy and global competitiveness. The implications related to AVID and the research findings are discussed further in this overview by Harriet Custer, PhD.
CITATION: Bowen, W.G., Chingos, M.M., & McPherson M.S. (2009). Crossing the Finish Line: Completing College at America’s Public Universities. Princeton, NJ: Princeton University Press.
The Toolbox Revisited: Paths to Degree Completion From High School through College
CITATION: Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion From High School Through College. Washington, D.C, .U.S. Department of Education.
College Knowledge: What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready
This synopsis by Harriet Custer, PhD., explores the work of David Conley, a researcher who argues that in American education, there are two systems (secondary and postsecondary) that developed in isolation from each other with distinctly different goals and purposes. This distinction is a critical issue for our students because a wide gap exists between what students learn in high school and what they need to know to succeed in college.
CITATION: Conley, D.T. (2005). College Knowledge: What It Really Takes for Students to Succeed and what We Can Do to Get Them Ready. San Francisco, CA: Jossey-Bass.
First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education
Even after controlling for demographic, enrollment, institutional, academic, and social integration characteristics, first-generation students were less likely to persist in postsecondary education when compared to those whose parents had obtained more education.
CITATION: Nunez, A.-M., Cuccaro-Alamin, S., & Carroll, C.D. (1998). First-generation students: Undergraduates whose parents never enrolled in postsecondary education. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Developing Minds: A Resource Book for Teaching Thinking
Edited by Arthur Costa, this extensive resource contains several articles which promote topics related to supporting students to become effective, critical thinkers.
CITATION: Costa, A.L. (1991). Developing Minds: A Resource Book for Teaching Thinking. Alexandria, VA: ASCD.
Self-Regulated Learning and Academic Achievement: An Overview
This scholarly overview focuses on the concept of self-regulated learning and its three dimensions: metacognitive, motivational, and behavioral. AVID recognizes each student’s potential to achieve academic success, which can be viewed as one of the key features of self-regulated learners.
CITATION: Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An
overview. Educational Psychologist, 25(1), 3-17.
A Social-Cognitive Approach to Motivation and Personality
This seminal article provides an explanation of the two major patterns of cognition-affect-behavior: the “helpless” response and the “mastery-oriented” response. The authors discuss the links between conceptualization of goals, interpretation, and resulting patterns of behavior.
CITATION: Dweck, C.S. & Leggett, E.L. (1988). A Social-Cognitive Approach to Motivation and Personality. Psychological Review, 95(2), 256-273.
Social Learning Theory
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Renowned psychologist Albert Bandura’s highly influential social learning theory proposes that learning occurs through direct experience (modeling) or observing the behaviors and actions of others. Applicable examples of Bandura’s social learning theory include mentoring and positive role models for students.
CITATION: Bandura, A. (1971). Social Learning Theory. New York City, NY: General Learning Press.