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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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Abstract:
This exploratory study examined how beginning at a hybrid college that offered baccalaureate degrees while retaining its subbaccalaureate mission of associate degrees and certificates (Floyd &;; Skolnik, 2005; Lorenzo, 2005), as compared to a beginning at a two-year college, affected transfer and baccalaureate attainment. Additionally, it determined how social background, other precollege personal characteristics, external demands as students enter college, and experiences during college affected transfer rates and baccalaureate attainment in the same manner as Dougherty and Kienzl (2006). This study assumed a quasiexperimental design with an ex post facto, causal-comparative case control analysis (Sprinthall, 2003). It used information from the Beginning Postsecondary Students (BPS) Longitudinal Study (NCES, 2008a) and the National Education Longitudinal Study (NELS) of 1988 (NCES, 2008b) and data was collected from 60 hybrid or treatment colleges and 469 two-year or control colleges where students had begun their postsecondary education. The treatment groups consisted of 149 students from the BPS dataset and 230 students from the NELS dataset. The control groups had 1,168 students from the BPS dataset and 2,354 students from the NELS dataset. Descriptive statistics and chi-square analyses were used to understand the differences between the treatment group and the control group in relation to transfer and baccalaureate attainment. Additionally, Pearson correlation and bivariate analyses via logistic regression were used to further understand transfer and baccalaureate attainment overall by controlling for students’ background characteristics. Students who attended hybrid colleges were significantly less likely to transfer (with mixed results between the chi-squared and logistic regressions), had a significantly higher likelihood of attaining baccalaureate degrees when combining the first and second degree attained, and had a significantly higher likelihood of obtaining a baccalaureate degree overall—even when the results controlled for a number of potentially confounding background and experiential factors— than students who attended two-year colleges. These results provided preliminary evidence for the need for further investigation in examining the influence of hybrid colleges on student transfer patterns and baccalaureate attainment.
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Keyword:
Attainment; Baccalaureate; Completion; Education; Hybrid; Transfer; Two-year
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URL: https://surface.syr.edu/etd/275
https://surface.syr.edu/cgi/viewcontent.cgi?article=1275&context=etd
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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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| 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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