Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study Page: 59
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that teach reading were the top two categories reported by both native and transfer
students. A higher percentage of transfer students (4/15, 27%) than native students
(2/16, 13%) reported that methods courses were "helpful." Similarly, a higher
percentage of transfer students (3/15, 20%) reported that reading education courses
were "helpful." Other courses and services considered "helpful" by transfer students
were: math courses (2/15, 13%), special education course (1/15, 7%), Spanish course
(1/15, 7%), scholarship and financial aid (1/15, 7%), advisors (1/15, 7%), job fair (1/15,
7%), and bulletin board presentations (1/15, 7%). Native students reported the following
courses and services as "helpful:" math courses (1/16, 6%), special education courses
(1/16, 6%), child development course (1/16, 6%), Spanish courses (1/16, 6%), speech
course (1/16, 6%), music courses (1/16, 6%), economics courses (1/16, 6%), science
courses (1/16, 6%), linguistics course (1/16, 6%), English courses (1/16, 6%), core
courses (1/16, 6%), advisor (1/16, 6%), and do not recall (1/16, 6%).
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Methods Courses I 7Reading Ed. Courses
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Courses/Services Proved "Helpful"
Figure 11. Graphic representation of self-reported courses and services that proved
"helpful" in the context of participants' careers. Categories with fewer responses are
listed in the narrative.59
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Tucker, Tami L. Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study, dissertation, August 2012; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc149677/m1/66/: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .