Home Catalogue search

eng

Refine your search:

Search in the Catalogues and Directories






	Sort by
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)
	BASE
	Show 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
	Abstract: Thesis (Ph.D.)--University of Washington, 2020 ; Much of the research on Vietnamese-American’s educational and socio-economic outcomes have come from the culturalist lens. While cultural factors are important considerations, I argue that focusing on cultural factors alone is a limited lens for two reasons: 1) It ignores the structural factors that can potentially influence how cultural wealth is manifested. 2) The value of cultural wealth is product-driven and context-specific. Therefore, to understand how Vietnamese-American students at the community college cultivate their social capital for college success , this study considers not only the students’ cultural wealth but also their institution’s structural factors. Conceptual Framework: In this study, cultural wealth is defined using Yosso’s six forms of community cultural wealth (CCW). Structural factors (SFs) is organized in two dimensions: explicit and implicit structural factors (ESFs and ISFs). Social capital for college success (SCfCS) is composed of five elements as illustrated in this visual. I conducted a qualitative case study and used ego-centric network analysis (ENA) as an additional methodological lens to approach this research problem. Data was collected at two two-year colleges in the Pacific Northwest . There were three groups of participants: focal students (N=17), institutional agents (N=10), and alters (N=8). The main method of collecting was interviewing, supplemented with document analysis and non-participatory observations. Research Questions: The framing ideas and methodological choices above prompted me to pose the following research questions about Vietnamese-American students’ SCfCS-cultivation process at two-year colleges: How do they cultivate their SCfCS? More specifically, how does their CCW mediate their cultivation of SCfCS, and how do SFs in their college environment facilitate or impede that SCfCS-cultivation process? To answer these overarching questions, I used the following four subsidiary questions to direct my investigation: 1) What forms of community cultural wealth (CCW) do these students possess? 2) What structural forces (SFs) in the college environment might facilitate or impede their SCfCS-cultivation process? 3) What are the dyadic and holistic characteristics of their ego-centric network structure (egonet)? 4) What forms of social capital for college success (SCfCS) have they cultivated? Three main groups of findings emerged from this study. 1) This study finds that there is a disconnect between the community college system’s self-identification as an open-access institution and their students’ actual experience. From the system’s perspective, open-access is defined in terms of admission procedures and academic prerequisites. However, for the focal-student participants in this study, the possibility of college is strongly dependent on their acquisition of college-feasibility resources , much of which comes from kin ties. I argue that this disconnect encourages the system to re-examine and broaden their definition of college access/re-access and to build community partnerships that provide students with college-feasibility support. 2) This study finds that tie strength is indicated by multiplexity, comradery, and trust, and that a student’s SCfCS portfolio is not correlated with his/her network size and range. These findings have led me to argue that multiplexity makes it possible for students with small homogeneous egonets to still have access to diverse forms of SCfCS . 3) Findings regarding SFs have led me to argue that there is a reciprocal relationship between schooling and student identity; furthermore, I argue that while ESFs determine a student’s tangible competencies and technical skills, ISFs shape his/her worldview . Two socialized worldviews that emerged from this study are what I termed the Colonialistic Lens and the Meritocratic Lens. Data from this study shows that focal-student participants display a high degree system justification and that Vietnamese-American students tend to benefit from stereotype promise. I describe these experiences and their cyclic relationship with one another as the promise cycle. Furthermore, I went on to argue that repeated participation in the promise cycle shapes a student’s Meritocratic Lens. Data also shows that focal-student participants in this study have a hyper-favorable view of the English language and Americanism, which I referred to as their Colonialistic Lens and argued that it has its roots in internalized colonialism and is perpetuated by the institution’s Eurocentric positionality. Through an in-depth examination of Vietnamese-American students’ SCfCS-cultivation process, findings from this study can be transferred to our understanding of other underserved student populations and their pathways to college success. As a two-year college practitioner, I hope that we can acknowledge the cultural wealth that students bring and at the same time recognize the impact of implicit structural forces on students’ worldviews and educational experiences. If practitioners operate with these ideas in mind then, then we might be more effective in our college-success and student-retention efforts.
	Keyword: College retention; Community College; Community college education; Cultural Capital; Education - Seattle; Higher education; Social Capital; Southeast Asian; Southeast Asian studies; Vietnamese-American
	URL: http://hdl.handle.net/1773/45484
	BASE
	Hide 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

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern