Publications of Molly Goldwasser    :chronological  alphabetical  combined listing:

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%% Journal Articles   
@article{fds347797,
   Author = {Martin, K and Goldwasser, M and Harris, E},
   Title = {Developmental education’s impact on students’ academic
             self-concept and self-efficacy},
   Journal = {Journal of College Student Retention: Research, Theory &
             Practice},
   Volume = {18},
   Number = {4},
   Pages = {401-414},
   Publisher = {SAGE Publications Sage CA: Los Angeles, CA},
   Year = {2017},
   url = {http://dx.doi.org/10.1177/1521025115604850},
   Abstract = {Students who are enrolled in developmental courses often
             persist at lower rates than students who enter college
             prepared for college-level work. This phenomenon has been
             attributed to numerous potential factors, including the
             psychological impact of assignment to developmental courses.
             This study examines the impact of enrollment in multiple
             developmental courses on students' academic self-concept and
             academic self-efficacy using the difference in differences
             method of analysis. Students at a small, regional college in
             the southeast were surveyed at the beginning and end of
             their first semester of enrollment. Researchers found no
             negative impact on students' academic self-concept or
             self-efficacy as a result of enrollment in multiple
             developmental courses in the first semester, but students
             enrolled in multiple developmental courses had lower
             academic self-concept than peers. There was no difference
             between the groups for academic self-efficacy.},
   Doi = {10.1177/1521025115604850},
   Key = {fds347797}
}

@article{fds347798,
   Author = {Wright, MC and Goldwasser, M and Jacobson, W and Dakes,
             C},
   Title = {Assessment from an educational development
             perspective},
   Journal = {To Improve the Academy},
   Volume = {36},
   Number = {1},
   Pages = {39-49},
   Publisher = {John Wiley & Sons, Ltd Hoboken, USA},
   Year = {2017},
   url = {http://dx.doi.org/10.1002/tia2.20051},
   Doi = {10.1002/tia2.20051},
   Key = {fds347798}
}

@article{fds347799,
   Author = {Goldwasser, M and Covington, K},
   Title = {The influence of pre-professional curricula on components of
             the Physical Therapist Clinical Performance
             Instrument},
   Journal = {Internet Journal of Allied Health Sciences and
             Practice},
   Volume = {15},
   Number = {2},
   Pages = {4},
   Year = {2017},
   Key = {fds347799}
}

@article{fds347800,
   Author = {Goldwasser, M and Martin, K and Harris, E},
   Title = {A Framework for Assessing Developmental Education
             Programs.},
   Journal = {Journal of Developmental Education},
   Volume = {40},
   Number = {2},
   Pages = {10-17},
   Publisher = {National Center for Developmental Education. Appalachian
             State University, PO Box 32098, Boone, NC
             28608-2098},
   Year = {2017},
   Key = {fds347800}
}

@article{fds347801,
   Author = {Martin, K and Goldwasser, M and Galentino, R},
   Title = {Impact of cohort bonds on student satisfaction and
             engagement},
   Journal = {Current Issues in Education},
   Volume = {19},
   Number = {3},
   Year = {2016},
   Abstract = {This study examines differences in student satisfaction and
             engagement in cohort programs versus traditional, non-cohort
             educational programs by studying the impact of close bonds
             between students. The authors measure and compare “close
             bonds” within an educational cohort to a traditional
             program and measure the impact of close bonds on
             satisfaction and engagement. The results demonstrate
             significant difference in the bonds developed by students in
             cohort programs compared to non-cohort programs. The close
             bonds scale was strongly correlated to the engagement scale
             and moderately correlated to the satisfaction scale.
             Regression analysis suggests close bonds may predict both
             satisfaction and engagement.},
   Key = {fds347801}
}

@article{fds347802,
   Author = {Goldwasser, M and Mankoff, C and Manturuk, K and Schmid, L and Whitfield, KE},
   Title = {Who is a Student: Completion in Coursera Courses at Duke
             University},
   Journal = {Current Issues in Emerging Elearning},
   Volume = {3},
   Number = {1},
   Pages = {8},
   Year = {2016},
   Key = {fds347802}
}

@article{fds347803,
   Author = {Schmid, L and Manturuk, K and Simpkins, I and Goldwasser, M and Whitfield, KE},
   Title = {Fulfilling the promise: do MOOCs reach the educationally
             underserved?},
   Journal = {Educational Media International},
   Volume = {52},
   Number = {2},
   Pages = {116-128},
   Publisher = {Taylor & Francis},
   Year = {2015},
   url = {http://dx.doi.org/10.1080/09523987.2015.1053288},
   Abstract = {When massive open online courses (MOOCs) began, they held
             the promise of bringing high-quality, college-level courses
             from leading academic institutions to people who otherwise
             would not have access to that type of content. In the
             ensuing years, it has become clear that the majority of MOOC
             students are not underserved in terms of educational
             opportunities; the typical MOOC learner already has a
             college degree. However, this does not mean that MOOCs are
             failing to fulfill the promise of democratization. Among the
             millions of learners who have taken Coursera MOOCs, there
             are some for whom this is their only way to access a
             rigorous, college-level course. In this analysis, we present
             descriptions of three learner populations for whom a MOOC
             offered an opportunity that they could not have had
             otherwise. These groups are (1) young people under the age
             of 18, (2) older adults over 65, and (3) people who reported
             that they did not have access to higher education
             opportunities. We compare the demographic characteristics,
             course attitudes and intentions, as well as qualitative
             learner feedback from each of these groups to the Coursera
             student body as a whole to understand the unique benefits
             that MOOCs bring to each of these underserved groups. We
             used data collected from 13 MOOCs offered by Duke University
             in the Fall 2014 semester. The data used in this analysis
             come from pre-course surveys administered to everyone who
             registered for a Duke MOOC. Finally, we illustrate our
             findings with qualitative data from open-ended survey
             questions. Our analysis shows that each group has a unique
             profile in terms of self-reported course experiences.
             Contrary to claims that MOOCs are not fulfilling the promise
             of democratization of education, learners have benefited by
             gaining access to content and learning experiences they
             otherwise would not have had.},
   Doi = {10.1080/09523987.2015.1053288},
   Key = {fds347803}
}

@article{fds347804,
   Author = {Goldwasser, M and Harris, E and Martin, K},
   Title = {Remediation to Success: Martin Methodist
             College},
   Publisher = {Vanderbilt University. Peabody College},
   Year = {2014},
   Key = {fds347804}
}

Molly Goldwasser