The Effectiveness of College Retention Strategies: The Teacher’s Role

Authors

  • Clelia Pineda-Báez Author Universidad de La Sabana, Facultad de Educación
  • Alexandra Pedraza-Ortiz Author Universidad de La Sabana, Facultad de Educación
  • Iván Darío Moreno Author Universidad de La Sabana, Facultad de Educación

Keywords:

Higher education, desertion, teaching, professors, Colombia

Abstract

This article outlines the principal findings of a study intended fundamentally to analyze undergraduate retention programs at institutions of higher learning in Colombia.A mixed descriptive approach was used to gather data through an online survey sent to 322 schools and through interviews with directors and those in charge of retention programs at 26 institutions, selected by means of a snowball sampling technique (Merriam, 2009).The findings point to the teacher as the agent supporting and guiding the student in a more humanizing role. They also emphasize the need for teachers to become more actively involved in research on desertion and underscore the teacher’s suitability for motivating learning.

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Author Biographies

Clelia Pineda-Báez, Universidad de La Sabana, Facultad de Educación

Ph. D. en Educación. Docente investigadora, Universidad de La Sabana, Facultad de Educación, Chía, Colombia.

Alexandra Pedraza-Ortiz, Universidad de La Sabana, Facultad de Educación

Magíster en Educación. Docente investigadora, Universidad de La Sabana, Facultad de Educación.

Iván Darío Moreno, Universidad de La Sabana, Facultad de Educación

Candidato a Magíster en Educación. Investigador, Universidad de La Sabana, Facultad de Educación.

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Published

2011-05-28

How to Cite

Pineda-Báez, C., Pedraza-Ortiz, A., & Moreno, I. D. (2011). The Effectiveness of College Retention Strategies: The Teacher’s Role. Educación Y Educadores, 14(1). Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1833

Issue

Vol. 14 No. 1 (2011)

Section

Articles

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