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Xu, D. & Ran, X. (in press). Non-Credit education in community colleges: Students, enrollment patterns, and academic outcomes. Community College Review. Cung, B., Xu, D., Eichhorn, S., & Warschauer, M., (in press). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education. Glick, D., Cohen, A., Li, Q., Xu, D., & Warschauer, M. (in press). Predicting success, preventing failure: Using learning analytics to examine the strongest predictors of persistence and performance in an online English language course. In D. Ifenthaler, (Ed.). Using learning analytics to support study success. Xu, D. (2018). Academic performance in community colleges: The influences of part-time and full-time instructors. American Educational Research Journal, 1-39. Xu, D., & Dadgar, M. (2018). How effective are community college remedial math courses for students with the lowest mathematics skills? Community College Review, 46, 62-81. Xu, D., & Li, Q. (2018). Gender achievement gaps among Chinese middle school students and the role of teacher’s gender. Economics of Education Review, 67, 82-93. Xu, D., Solanki, S., McPartlan, P., & Sato, B. (2018). EASEing students into college: The impact of multidimensional support for underprepared students. Educational Researcher, 47(7), 435-350. Xu, D., Jaggars, S. S., Fletcher, J., & Fink, J. (2018). Are community college transfer students "a good bet" for four-year admissions?: Comparing academic and labor market outcomes between transfer and native four-year college students. Journal of Higher Education, 89, 478-502. Xu, D., Ran, X., Fink, J., Jenkins, D., & Dundar, A. (2018). Collaboratively clearing the path to a Baccalaureate degree: Identifying effective 2- to 4-year transfer partnerships. Community College Review, 46(3), 231-256. Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing interpersonal interactions in an online course: Does increased instructor email activity and voluntary meeting time in a physical classroom facilitate student learning? Online Learning, 22(3), 193-215. Hodara, M., & Xu, D. (2018). Are two subjects better than one? The causal effects of developmental English courses on native and non-native English speakers in college. Economics of Education Review, 66(C), 1-13. Ran, F. X., & Xu, D. (2018). Does contractual form matter? The impact of different types of non-tenure track faculty on college students’ academic outcomes. Journal of Human Resources. Solanki, S. M., & Xu, D. (2018). Looking beyond academic performance: The influence of instructor gender on student motivation in STEM fields. American Educational Research Journal, 55(4). Hodara, M., Xu, D., & Petrokubi, J. (2018). Chapter 5: A case study using developmental education to raise equity and maintain standards. In R. Openshaw & M. Walshaw (Series Eds.) & S. Mahsood, & J. McKay (Vol. Eds.), Palgrave studies in excellence and equity in global education: Achieving equity and quality in higher education (pp. 97-117). Basingstoke, UK: Palgrave Macmillan. Ma, T., Wood, K. E., Xu, D., Guidotti, P., Pantano, A., & Komarova, N. (2018). Admission predictors for success in a mathematics graduate program: Letter to Editor. Notices of the American Mathematical Society, 65, 676. Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. Plus one 13(9). Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing Interpersonal interactions in an online course: Does increased instructor email activity and voluntary meeting time in a physical classroom facilitate student learning? Online Learning, 22(3), 193-215.  Comments are closed.
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