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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 Hits 1 – 4 of 4 1 La competencia comunicativa en estudiantes de los grados de Maestro: Una revisión sistemática ; Communicative Competence among Students' Teacher Degrees: A Systematic Review García Martínez, Inmaculada; Sierra Arizmendiarrieta, Beatriz; Quijano López, Rocío. - : Universidad de Granada, 2020 BASE Show details 2 Pedagogía mediática en la formación de profesores de Alemania y EEUU Tiede, Jennifer; Grafe, Silke In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 49, 2016, pags. 19-28 (2016) BASE Show details 3 Financial reporting : towards socially inclusive support for international students Ashton-Hay, Sally.; Roberts, Roslyn. In: Ashton-Hay, S & Roberts, R 2012, 'Financial reporting: Towards socially inclusive support for international students', Journal of Academic Language and Learning, vol. 6, no. 2, pp.A14-A28. (2012) Abstract: Recent government initiatives emphasise the need for social inclusion in higher education to enhance participation, learning outcomes and increase retention rates. Australian Indigenous students, socioeconomically disadvantaged and non-English speaking migrants are included, yet operational strategies for supportive programs related to international students and partner institutions with varying standards, advanced standing course credits, and academic and assessment literacy gaps are not. The challenges faced by international students in higher education have been well documented (Doherty & Singh, 2005; Louie, 2005; Ryan & Carroll, 2005; Taylor, 2011) and continue to stimulate ongoing policy and practice innovation. While new government policies define appropriate procedures, few evidence-based studies have been published to show indicators and measures of success. This paper focuses on a collaborative program initiated by an Australian university to support international accounting students from an offshore partner institution. An online content-specific workshop and a face-to-face academic language and learning skills workshop targeted a major assignment in Financial Reporting. The aim of the program was to highlight sustainable and inclusive practice, enhance assignment outcomes and improve on previously high failure rates for international students enrolled in the course. Assignment results show statistically significant evidence that targeted support is beneficial for international students, especially those in offshore partner programs. Inclusive practice is socially responsible, sustainable, and creates positive impact for English language learners. Keyword: 200105 Organisational; 200303 English as a Second Language; 209999 Language; 930202 Teacher and Instructor Development; 930301 Assessment and Evaluation of Curriculum; 939903 Equity and Access to Education; Communication and Culture not elsewhere classified; Competency-based education; Foreign; International students -- Social inclusion -- Academic literacy -- Accounting -- Financial reporting -- 2 + 2 programs -- Student success; Interpersonal and Intercultural Communication; Social integration; Students; TBA URL: http://hdl.cqu.edu.au/10018/922803 BASE Hide details 4 Community college faculty experiences with learner outcomes and the influence on professional practice Davis, Marilyn Ellen. - : Oregon State University BASE Show details

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