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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...21 Hits 21 – 40 of 414 21 “You Shall Not Pass”: Predicting Attrition and Completion of an Iraqi Academic Preparatory Program Gresk, Rachel; Niehaus, Elizabeth In: Faculty Publications in Educational Administration (2021) BASE Show details 22 An investigation into the loss and revitalization of First Nations languages in Manitoba: perspectives of First Nations educators Mercredi, Adeline. - 2021 BASE Show details 23 Inférence et apprentissage du vocabulaire : effet de la lexicalisation en première langue et de la tâche Enhao Léger-Zheng; Olga Théophanous In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021) BASE Show details 24 An Exploration of Factors Influencing First-Generation College Students' Ability to Graduate College: A Delphi Study Gray Benson, Ashley C. In: All Antioch University Dissertations & Theses (2020) BASE Show details 25 Exploring the effects of an Afrocentric learning community on the retention of African American students in community colleges: a quantitative study Crenshaw, Andre In: Theses and Dissertations (2020) BASE Show details 26 Best Practices in Advising Engineering Technology Students for Retention and Persistence to Graduation Uddin, Mohammad Moin In: ETSU Faculty Works (2020) BASE Show details 27 First-Year Computer Science Students: Pathways and Perceptions in Introductory Computer Science Courses LeBlanc, Christina A In: Electronic Theses and Dissertations (2020) BASE Show details 28 College Enrollment Trends and Pattern Evaluation “A Data Analytics Investigation” Pawar, Aishwary. - 2020 BASE Show details 29 Transformers: The Relationship between Instructor and Course Persistence among Community College Students Johnson, Jairus L. In: Dissertations (2020) Abstract: U.S. community colleges play a unique role in providing higher education opportunities for members of society and are often viewed as the gateway to a post-secondary education (Savi, 2011). Two-year colleges foster a robust mission that is supported by a variety of curricular functions that tailor to a diverse student population. Furthermore, through an open-door policy, admittance only requires a high school diploma or equivalent. The aforementioned factors have created inherent challenges associated with student persistence, institutional retention, program completion, and graduation rates among community colleges. As compared to universities, community colleges have lower graduation and retention rates. Researchers suggest that student persistence is influenced by the social and academic integration of students into college life. Scholars have posited that the classroom represents the site for social and academic integration. Additionally, researchers suggest that there is a positive relationship between transformational leadership characteristics that are exhibited by instructors and outcomes such as extra effort of students, effectiveness of the instructor, and satisfaction with the instructor. However, there is a limited amount of research that explores the association between instructor leadership and the aforesaid outcomes in two-year colleges. Also missing is an exploration of the association between instructor leadership and students’ motivation to persist in a course. The purpose of this study was to determine if the findings of previous transformational leadership studies translate to community college students. A second goal of the study was to add to the limited body of existing knowledge concerning the relationship between student persistence/withdrawal from a course and instructor leadership. The findings of this study support the results of previous transformational leadership research and indicate that they are applicable to community colleges in Mississippi. Furthermore, the findings revealed a direct and positive association between instructor leadership and students’ motivation to persist in courses. The discoveries also indicated that transactional leadership characteristics exhibited by instructors contributed the most to predicting students’ motivation to persist in a course. Among a sample of community college students who voluntarily withdrew from a course, they indicated that grade related reasons had the most influence on their decision to withdraw from a course. Additionally, surveyed community college instructors believed that grade related reasons exhibit the most influence on a student’s decision to withdraw. Participant responses, both students and instructors, to an open-ended item on the survey, suggest that personal/family and health/medical related reasons were the most frequently indicated reasons for withdrawing. Additional reasons for withdrawing were related to the COVID-19 pandemic, finance/financial aid, job, online/virtual instruction, and grades. Keyword: community college; course persistence; course withdrawal; instructor leadership; multifactor leadership questionnaire; persistence; retention; transformational leadership URL: https://aquila.usm.edu/cgi/viewcontent.cgi?article=2949&context=dissertations https://aquila.usm.edu/dissertations/1843 BASE Hide details 30 The Use of Blended Learning to Support Vocabulary Learning and Knowledge Retention in Thai Tertiary EFL Classrooms SAENGSAWANG, PAUNLUCK,PUNTAHACHART. - 2020 BASE Show details 31 Supporting At-Risk Nursing Students to Increase Final Course Grade Merritt, Stephanie M.. - : University of Missouri -- Kansas City, 2020 BASE Show details 32 Factors that Influence Persistence of Biology Majors at a Hispanic-Serving Institution Ashford-Hanserd, Shetay; Daniel, Kristy; García, Dana M.... In: Journal of Research in Technical Careers (2020) BASE Show details 33 Cultivating Social Capital for College Success: A Case Study of Vietnamese-American Students at Two-Year Colleges Dang, Tram Tuyet. - 2020 BASE Show details 34 How to better retain teachers in one-way K-12 language immersion programs Blair, Collin. - 2020 BASE Show details 35 A Potential for Improving Honors Retention with Degree Planning Deka, Teddi S. In: Honors in Practice -- Online Archive (2020) BASE Show details 36 Vocabulary Learning And Retention: Cognitive Load Framework On Trial Zarifi, Abdolvahed; Azizinezhad, Zeinab In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 265-278 (2020) BASE Show details 37 Relationship between entry grades and attrition trends in the context of higher education: Implication for open innovation of education policy Cherian, Jacob; Jacob, Jolly; Qureshi, Rubina. - : Basel: MDPI, 2020 BASE Show details 38 Aggie First Scholars: A Quality Workforce Initiative for Promoting First-Generation Student Success Hagman, Amanda M.; Louviere, John; Kesler, Heidi... In: Publications (2020) BASE Show details 39 Student Involvement and the Impact on Academic Success Hyer, Christopher In: Boise State University Theses and Dissertations (2019) BASE Show details 40 Heritage & Family Languages in French-speaking Belgium: Issues of Legitimacy and Integration Forlot, Gilles In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal-inalco.archives-ouvertes.fr/hal-02357736 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, pp.85-101. ⟨10.18452/20619⟩ (2019) BASE Show details Page: 1 2 3 4 5 6...21

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