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The Effects of Developing English Language and Literacy on Spanish Reading Comprehension
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In: Educational & Clinical Studies Faculty Publications (2017)
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| 22 |
Vertical Transfer and Baccalaureate Completion for Adult Community College Students: Milestones and Momentum Points That Matter
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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| 23 |
CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS ...
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Bai, Yu. - : Digital Repository at the University of Maryland, 2016
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| 24 |
Exploring the Impact of the MassTransfer Program: A Look at Latina/ Latino Student Transfer Success at a Two Year Hispanic-Serving Institution into a Four Year Non-Hispanic University in Massachusetts
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In: Dissertations (2016)
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| 25 |
Learning by teaching. Developing transferable skills
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In: Corradini, Erika [Hrsg.]; Borthwick, Kate [Hrsg.]; Gallagher-Brett, Angela [Hrsg.]: Employability for languages. A handbook. Dublin; Voillans : Research-publishing.net 2016, S. 161-164 (2016)
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| 26 |
L2 Effect on Bilingual Spanish/English Encoding of Motion Events: Does Manner Salience Transfer?
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In: Open Access Dissertations (2016)
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| 27 |
CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS
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| 28 |
Ready for Transition: Factors that facilitate transfer to undergraduate engineering programs among Black African and American students
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| 29 |
Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195 (2015)
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| 30 |
Theorie-Praxis-Verhältnisse oder wie Fragen beruflicher Praxis mit einer Praxis der Theorie bearbeitbar sind
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In: Klages, Benjamin [Hrsg.]; Bonillo, Marion [Hrsg.]; Reinders, Stefan [Hrsg.]; Bohmeyer, Axel [Hrsg.]: Gestaltungsraum Hochschullehre. Potenziale nicht-traditionell Studierender nutzen. Opladen ; Berlin ; Toronto : Budrich UniPress Ltd. 2015, S. 227-238 (2015)
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| 31 |
Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century
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In: Dissertations and Theses (2015)
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| 32 |
TRANSFER RATES AND BACCALAUREATE ATTAINMENT: TWO-YEAR VERSUS HYBRID COLLEGES
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In: Dissertations - ALL (2015)
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| 33 |
Does the L1 have a role in the foreign language classroom? A review of the literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 55-80 (2015) (2015)
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| 34 |
Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 36-38 (2015) (2015)
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| 35 |
Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015)
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| 36 |
Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 99-114 (2015) (2015)
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| 37 |
Musik: Ein neuer Weg für die Diagnostik bei Sprachentwicklungsstörungen?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 341-347 (2014)
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| 38 |
Articulation Agreements: Academic Success, Persistence and Graduation from Online and Face-To-Face Degree Completion Programs
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In: Doctoral Dissertations and Projects (2014)
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Abstract:
The purpose of this causal-comparative study is to examine whether differences exist in the retention and persistence of articulation participants based on face-to-face or online degree completion. The study will determine the rate of completion of articulation participants who transfer from a North Carolina Community College to a state university in North Carolina and enroll in traditional face-to-face classes versus articulation participants who enroll in online degree completion. There is considerable literature on articulation from the perspective of student satisfaction and an administrator's perception. Substantial research on policies and procedures as well as comparison to native and transfer students. There is limited data on the persistence of articulation students based on the degree completion method. This study examines two homogenous groups, the independent variable (online and face to face degree completion program) to determine the significance of dependent variables: time to degree obtainment, grade point average and degree completion. The results of this study revealed that articulation students who enrolled in an articulation programs, online versus face-to-face degree completion, had a significant difference in time to degree obtainment in favor of online degree completion. Students in both online and face-to-face obtained similar grade point averages and graduation completion rates indicating no significant difference. One hypothesis tests rejected the null hypothesis of no difference between online and face-to-face degree completion participation groups. The study also provides descriptive statistics, data on stop outs with academic standing, withdrawals and total of institution attended.
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Keyword:
and Research; articulation agreements; bilateral agreements; community college; Community College Leadership; degree completion; Education; Educational Assessment; Educational Leadership; Evaluation; Higher Education; Higher Education Administration; Online and Distance Education; online learning; transfer
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URL: https://digitalcommons.liberty.edu/doctoral/961
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2008&context=doctoral
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| 39 |
Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
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In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
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| 40 |
Schweigen braucht vernetzte Kommunikation – Transferarbeit in der Dortmunder Mutismus Therapie (DortMuT)
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 454-464 (2014)
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