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The Acculturation Process and Strategies of First-Generation Chinese Students in Canadian Higher Education
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Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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Interview with Francisco Salinas, Director for Student Diversity and Inclusion, Boise State University
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In: UF200 - Fall 2019 (2019)
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Interview with Lucy Padilla, Early College Coordinator, College of Southern Idaho
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In: UF200 - Fall 2019 (2019)
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Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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The Lived Experiences of Student Representatives in a New Zealand Institute of Technology and Polytechnic: A Critical Examination
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Supporting First-year Undergraduate Repeating Students Within Mainstream Tutorials
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8 |
Defining the Transition to Adulthood Among Ecuadorian Immigrants Living in New York City
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In: Senior Projects Spring 2019 (2019)
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Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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Creating Connection Through Intercultural Dialogue Partners
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In: CTL Teaching Gallery (2019)
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Student Involvement and the Impact on Academic Success
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In: Boise State University Theses and Dissertations (2019)
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Using Reflection to Facilitate Writing Knowledge Transfer in Upper-Level Materials Science Courses
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In: English Faculty Publications and Presentations (2019)
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14 |
Maintaining good relationships with research participants
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In: Mckenzie, PJ, (2019). Maintaining good relationships with research participants. Brien, DL, Batty, C, Ellison, ER, Owens, A (Eds.), The doctoral experience: Student stories from the creative arts and humanities, p. 147-156 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-18199-4_13 (2019)
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Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth
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In: Press, N, Rossi, DM, Graham, C, Danaher, PA, (2019). Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth. Machin, TM, Clara, M, Danaher, PA (Eds.), Traversing the doctorate: Reflections and strategies from students, supervisors and administrators, p. 143-163 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-23731-8_8 (2019)
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Flipped classrooms
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In: Danaher, MJ, (2019). Flipped classrooms. Peters, MA, Heraud, R (Eds.), Encyclopedia of educational innovation (Living ed.), p. 1-4 Singapore: Springer http://dx.doi.org/10.1007/978-981-13-2262-4_130-1 (2019)
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Evaluating the impact of online discussion boards on student engagement with group work
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In: Delaney, D, Kummer, T-F, Singh, KH, (2019). Evaluating the impact of online discussion boards on student engagement with group work. British Journal of Educational Technology, Vol. 50, No. 2, p. 902-920 http://dx.doi.org/10.1111/bjet.12614 (2019)
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Languages connect and the languages of the New Irish: potential responses from the higher education sector
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In: Bruen, Jennifer orcid:0000-0002-9279-2978 (2019) Languages connect and the languages of the New Irish: potential responses from the higher education sector. Teanga, 26 . pp. 116-123. (2019)
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Unlearning through Mad Studies: Disruptive pedagogical praxis
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A Cross-Comparison Case Study Analyzing the Nature of the Discourse of First-Year Composition Courses of one Community College Dual Enrollment Program
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Abstract:
This dissertation examines the history, funding, structure, efficacy, and challenges of dual enrollment programs in English (and more specifically in First-Year Composition, FYC, courses) that provide access to higher education for high school students prior to graduation, as these programs have developed and currently operate in the United States. At the center of this qualitative study is a cross comparison case study designed to reveal the quality and nature of the academic discourse that characterizes two class sections of a first-year composition course in one northern, NJ community college campus as compared with two class sections of (ostensibly) the same course offered in one feeder high school in its dual enrollment program. This inquiry will draw on interviews, course artifacts, classroom discussions, and one essay assignment from each class along with research memos and fieldnotes for data to use in a discourse analysis informed by the practice and theory of Gee (2011) and Moffett (1968, 1982). Through such a discourse analysis, this study aims to reveal the extent to which these classes are conducted in ways that are consistent with the aims and cultural practices of first-year composition courses as they are defined by leading composition theorists, current research, and the policy and best-practice documents of the relevant professional organizations. This cross-comparison case study will also provide insight into how the quality and character of a DE Program in FYC may be linked to the quality and character of the administrative oversight of a college’s DE Programs. Beyond the close analysis of DE courses in FYC in one typical and representative community college this dissertation will also focus on the broader problem of developing, operating and evaluating DE programs in FYC in any college. The most widely respected dual enrollment programs in first-year writing have been guided in their development by their affiliation with various national professional organizations and research centers that have provided policies and standards that apply to DE programs in any field. What has been missing, however, is a set of practical guidelines and principles for practice designed specifically for DE Programs in First Year Composition, and informed by sound theory and current research in the teaching and learning of writing, while also drawing on the experience of exemplary DE Programs in FYI, and whatever wisdom is available from professional organizations and research centers. Many community colleges, where dual enrollment programs are most often located, do not have the resources to seek guidance from professional organizations or conduct their own research into best practices for each of the DE courses they might want to establish. A secondary aim of this dissertation, then, is to fill this gap for DE Programs in First Year Composition by providing a research based, theoretically sound, and practice-oriented set of guidelines and procedures for developing, operating, and assessing dual enrollment programs in First Year Composition for use most particularly in community colleges.
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Keyword:
Community colleges; Dual enrollment; Education; English language--Composition and exercises--Study and teaching (Higher); Higher
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URL: https://doi.org/10.7916/d8-q3rc-2021
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