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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...250 Hits 21 – 40 of 4.997 21 Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students ... Rivera, Richmond Romar S.; Education, Psychology and. - : figshare, 2022 BASE Show details 22 Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students ... Rivera, Richmond Romar S.; Education, Psychology and. - : figshare, 2022 BASE Show details 23 The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HE Pereira, José; Costa Lopes, Ana Maria; Amante, Susana. - : Atena Editora, 2022 BASE Show details 24 Building MultiStories: A Framework to Diversify the Curriculum in Higher Education Darby, Fionnuala; Dowling, Lindsay In: Other (2022) BASE Show details 25 EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022 In: Theses: Doctorates and Masters (2022) BASE Show details 26 Relationships Between Dual Enrollment Parameters, College Completion, and Time to Completion at Tennessee Community Colleges Mellons, Victoria N. In: Electronic Theses and Dissertations (2022) Abstract: The purpose of this non-experimental quantitative study was to evaluate the relationships between completion of high school dual enrollment courses and subsequent success of first-time, full-time community college students as measured by completion of an associate degree and the time it took to complete the degree. In addition to comparing dual and non-dual enrollment student performance, the effects of the number of dual enrollment courses completed and the subject areas of those courses was evaluated. Student subgroups reviewed included gender, race, socioeconomic status, and prior academic preparation (ACT score). The focus of this study was all first-time, full-time students at TBR community colleges in the fall semesters of 2015, 2016, 2017, and 2018 who had graduated from a Tennessee high school in the 12 months prior to college enrollment. Archival data from Tennessee community colleges used in this study included 62,644 students across the four years (2015-2018) comprising 11,949 dual enrollment students and 50,695 non-dual enrollment students. Eleven research questions were answered from these data utilizing independent samples t tests, two-way contingency tables using crosstabs, Pearson correlations, or descriptive statistics. Findings revealed that completing just one dual enrollment course significantly increased the probability of completing an associate degree, and this finding was consistent across all subgroups studied. In addition, dual enrollment students completed associate degrees in significantly fewer semesters. Completing more dual enrollment courses tended to further increase the probability of completing a degree and further reduce the time to completion. Students completing all dual enrollment courses in communications were generally more likely to complete an associate degree than students completing all courses in other subject areas, and students completing all courses in non-general education were generally less likely to complete a degree. Keyword: ACT; associate degree; dual enrollment subject; gender; Higher Education; race; Secondary Education; socioeconomic status URL: https://dc.etsu.edu/etd/4027 https://dc.etsu.edu/cgi/viewcontent.cgi?article=5545&context=etd BASE Hide details 27 A Predictive Correlational Study of Collegiate Educational Leader's Cultural Orientations and Their Cultural Intelligence Scores Badru, Erica G. In: Doctoral Dissertations and Projects (2022) BASE Show details 28 Lecturer Competence from the Perspective of Undergraduate Psychology Students: A Qualitative Pilot Study Silvia Di Battista; Monica Pivetti; Giannino Melotti; Chiara Berti In: Education Sciences; Volume 12; Issue 2; Pages: 139 (2022) BASE Show details 29 Crowdsourcing Used in Higher Education: An Empirical Study on a Sustainable Translation Teaching Mode Based on Crowdsourced Translation Min Zhang; Zhiyun Huang In: Sustainability; Volume 14; Issue 6; Pages: 3140 (2022) BASE Show details 30 Towards a Sustainable Multidimensional Approach to English Proficiency Proof in the Post-Pandemic Era: Learning from the Legacy of COVID-19 Mingwei Pan; Jian Tao In: Sustainability; Volume 14; Issue 9; Pages: 5568 (2022) BASE Show details 31 Exploring Structural Relationships in Attracting and Retaining International Students in STEM for Sustainable Development of Higher Education Dian-Fu Chang; Kuo-Yin Lee; Chun-Wen Tseng In: Sustainability; Volume 14; Issue 3; Pages: 1267 (2022) BASE Show details 32 Empirical Study on the Impact of COVID-19 on International Student Enrollment for Higher Education in China Zou Shijian; Andrew Osei Agyemang In: Sustainability; Volume 14; Issue 7; Pages: 4185 (2022) BASE Show details 33 Language-in-Education Policy of Kazakhstan: Post-Pandemic Technology Enhances Language Learning Dinara Tlepbergen; Assel Akzhigitova; Anastassia Zabrodskaja In: Education Sciences; Volume 12; Issue 5; Pages: 311 (2022) BASE Show details 34 Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar Anna Thyberg In: Languages; Volume 7; Issue 2; Pages: 76 (2022) BASE Show details 35 A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach Nagham Saeed; Fehmida Mohamedali In: Education Sciences; Volume 12; Issue 1; Pages: 56 (2022) BASE Show details 36 Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists Adewumi, Barbara; Bailey, Laura R.; Mires-Richards, Emma. - : UCL Press, 2022 BASE Show details 37 Exploring First-Generation College Students Transition into Higher Education Shaw, Derrick Jamal In: Culminating Experience Projects (2022) BASE Show details 38 Learning Analytics: A Classroom Response System’s impact on Summative Assessment Tucker, Eric J. In: SoTL Commons Conference (2022) BASE Show details 39 Error Analysis of Preservice Secondary Mathematics Teachers’ Proof Writing Zimerle, Ian; An, Tuyin In: Georgia Southern University Research Symposium (2022) BASE Show details 40 Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy Shin, Ji Hye; Choi, Jayoung; Khote, Nihal... In: SoTL Commons Conference (2022) BASE Show details Page: 1 2 3 4 5 6...250

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