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Understanding Court Reporter Education

Understanding Court Reporter Education. April 2, 2005 Philadelphia. Court Reporter Student Retention Model. A Student’s Background Family Status - single - married - children - Student’s age - Work experience - Financial resources. Q: Who is entering court reporting programs?.

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Understanding Court Reporter Education

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  1. Understanding Court Reporter Education April 2, 2005 Philadelphia

  2. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources Q: Who is entering court reporting programs?

  3. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources Q: What are the individual characteristics of the student? • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations

  4. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations Previous Schooling - GED - HS - 2 year - 4 year - other Q: What previous schooling has the student had?

  5. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources Q: What is the student’s level of ability? • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program Previous Schooling - GED - HS - 2 year - 4 year - other

  6. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources • Student’s Level of Ability • - Learning skills • - Study skills • - Time management • - Technical ability • - Discipline • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program Q: What is the level of quality in the court reporting program? Previous Schooling - GED - HS - 2 year - 4 year - other

  7. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline Q: What type of performance results from the combination of a particular student’s background and ability and a particular school or program? • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Academic Performance • knowledge • speed • accuracy • working through plateaus • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program Previous Schooling - GED - HS - 2 year - 4 year - other

  8. Court Reporter Student Retention Model Q: What is the student’s perception of her own progress in the program? • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline • Achievement • - Self-perception of progress • Personal satisfaction • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Academic Performance • knowledge • speed • accuracy • working through plateaus • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program Previous Schooling - GED - HS - 2 year - 4 year - other

  9. Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline • Achievement • - Self-perception of progress • Personal satisfaction • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Academic Performance • knowledge • speed • accuracy • working through plateaus • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program • Social Integration • Making friends • Interaction with faculty (positive or negative) • Comfort level in the classroom • Self-perception of “fitting in” Q: What type of social interaction does the student experience while at school? Previous Schooling - GED - HS - 2 year - 4 year - other

  10. Court Reporter Student Retention Model Q: What was the student’s reason for departing from the program? • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources - Graduation - Reporting Job Out - Voluntary withdrawal(1) - Transfer(2) - Transfer (3) - Dismissal(4) - Dismissal(5) - Dismissal(6) - Dismissal(7) • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline • Achievement • - Self-perception of progress • Personal satisfaction • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Academic Performance • knowledge • speed • accuracy • working through plateaus • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program • Social Integration • Making friends • Interaction with faculty (positive or negative) • Comfort level in the classroom • Self-perception of “fitting in” Previous Schooling - GED - HS - 2 year - 4 year - other

  11. Q: What was the student’s reason for departing from the program? Understanding Reporter Education • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources - Graduation - Reporting Job Out - Voluntary withdrawal(1) - Transfer(2) - Transfer (3) - Dismissal(4) - Dismissal(5) - Dismissal(6) - Dismissal(7) Q: What is the student’s perception of her own progress in the program? • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline • Achievement • - Self-perception of progress • Personal satisfaction • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Academic Performance • knowledge • speed • accuracy • working through plateaus • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program • Voluntary withdrawal – drops program and does not enter another program • Transfer – Transferred to another realtime reporting program • Transfer - Transferred to another program within the same institution • Dismissal - poor attendance • Dismissal – academic failure • Dismissal – bad behavior • Dismissal – lack of progress • Social Integration • Making friends • Interaction with faculty (positive or negative) • Comfort level in the classroom • Self-perception of “fitting in” Q: What type of performance results from the combination of a particular student’s background and ability within a particular program? Previous Schooling - GED - HS - 2 year - 4 year - other Q: Who is entering court reporting programs? Q: What is the quality level of the court reporting program? How does the Student’s ability impact success within the program. Q: What type of social interaction does the student experience while at school? Mangan 12/21/04

  12. Q: What was the student’s reason for departing from the program? Court Reporter Student Retention Model • A Student’s Background • Family Status • - single • - married • - children • - Student’s age • - Work experience • - Financial resources - Graduation - Reporting Job Out - Voluntary withdrawal(1) - Transfer(2) - Transfer (3) - Dismissal(4) - Dismissal(5) - Dismissal(6) - Dismissal(7) Q: What is the student’s perception of her own progress in the program? • Student’s Level of Ability • Learning skills • Study skills • Time management • Technical ability • Discipline • Achievement • - Self-perception of progress • Personal satisfaction • Individual Characteristics • Social coping skills • Communication Skills • Lifestyle • Attitude • Expectations • Academic Performance • knowledge • speed • accuracy • working through plateaus • Quality of the Court Reporting School • - Faculty • - Curriculum • Theories • Support Programs • - counseling • - mentoring • - Recruitment/ Admissions program • - New student orientation program • Voluntary withdrawal – drops program and does not enter another program • Transfer – Transferred to another realtime reporting program • Transfer - Transferred to another program within the same institution • Dismissal - poor attendance • Dismissal – academic failure • Dismissal – bad behavior • Dismissal – lack of progress • Social Integration • Making friends • Interaction with faculty (positive or negative) • Comfort level in the classroom • Self-perception of “fitting in” Q: What type of performance results from the combination of a particular student’s background and ability within a particular program? Previous Schooling - GED - HS - 2 year - 4 year - other Q: Who is entering court reporting programs? Q: What is the quality level of the court reporting program? How does the Student’s ability impact success within the program. Q: What type of social interaction does the student experience while at school? Mangan 12/21/04

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