Ronald Hallett
Biographic Data
| ID | 9775301 |
|---|---|
| NAME | Ronald Hallett |
| GIVEN NAMES | Ronald |
| FAMILY NAME | Hallett |
| SIGNATURE | HALLETT R |
| AFFILIATIONS | University of La Verne |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Individual and Collective Learning Through Professional Learning Communities
After decades of training and professional development focused on individual learning, researchers now argue for moving toward collaborative learning models with the potential to shift institutional culture. To offer an example of such an approach, this study describes how cross-functional Professional Learning Communities (PLCs) fostered an iterative, individual and collective learning process among student affairs and academic affairs professio…
The Impact of a College Transition Program Proactive Advising Intervention on Self-Efficacy
This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and underrepresented minoritized students. The grade checks model was developed based on data comprised of longitudinal interviews with 70 participants in a comprehensive college transition program. Mid-semester grade checks…
No prominent works on this page.
The Impact of a College Transition Program Proactive Advising Intervention on Self-Efficacy
This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and underrepresented minoritized students. The grade checks model was developed based on data comprised of longitudinal interviews with 70 participants in a comprehensive college transition program. Mid-semester grade checks…
Individual and Collective Learning Through Professional Learning Communities
After decades of training and professional development focused on individual learning, researchers now argue for moving toward collaborative learning models with the potential to shift institutional culture. To offer an example of such an approach, this study describes how cross-functional Professional Learning Communities (PLCs) fostered an iterative, individual and collective learning process among student affairs and academic affairs professio…
Higher education (2 works) · Academic advising (1 work) · Collaborative learning (1 work) · Cooperative learning (1 work) · Experiential learning (1 work) · Grit, Self-Efficacy, and Motivation (1 work) · Higher Education Practises and Engagement (1 work) · Higher Education Research Studies (1 work) · Innovative Education and Learning Practices (1 work) · Innovative Teaching and Learning Methods (1 work)