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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 Hits 41 – 60 of 76 41 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 42 Student interview for Place-Based WAC/WID writing instruction in Geography, clip 5 of 11 Place-based WAC/WID Hui. - 2015 BASE Show details 43 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 44 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 45 The Educational Experience of Students of Chinese Origin in a French-Speaking Context : the role of school, family, and community Sun, Ming. - 2014 BASE Show details 46 Sprachförderung zur Prävention von Bildungsmisserfolg ... Hasselhorn, Marcus; Sallat, Stephan. - : Schulz-Kirchner Verlag, 2014 BASE Show details 47 Sprachförderung zur Prävention von Bildungsmisserfolg Hasselhorn, Marcus; Sallat, Stephan In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 28-39 (2014) BASE Show details 48 The Student Experience: The Effects of Three College Retention Strategies on First-Generation Student Success Outcomes Woods-Warrior, Erica In: Doctoral Dissertations and Projects (2014) BASE Show details 49 Sprachbildung für Kinder und Jugendliche mit Migrationshintergrund im Interkulturellen Schülerseminar [iks] an der Universität Hamburg Schwaiger, Marika; Neumann, Ursula In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 6 ; 2 ; 206-212 (2014) BASE Show details 50 An Analysis of Current and Former Residential Student Academic Success at a Hispanic Serving Institution on the United States - Mexico Border Moreno, Rueben In: Open Access Theses & Dissertations (2014) BASE Show details 51 Perceptions of Nursing Education Administrators Regarding the Relationship of Admission Criteria to Student Graduation Cline, Joy F. In: Theses, Dissertations and Capstones (2013) BASE Show details 52 The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8 Fuller, Eric In: Doctoral Dissertations and Projects (2013) BASE Show details 53 A Comparison of Course Delivery Formats on Student Success of Developmental English Students at California Community Colleges Bantum, Camilla In: Doctoral Dissertations and Projects (2013) BASE Show details 54 The Educational Experience of Students of Chinese Origin in a French-Speaking Context : the role of school, family, and community Sun, Ming. - 2013 Abstract: Cette recherche vise à documenter l’expérience scolaire des élèves québécois d’origine chinoise à l’école secondaire de langue française et à examiner les dynamiques qui influencent la réussite scolaire de ces élèves. Elle s’intéresse plus précisément aux impacts des facteurs relatifs à l’école, à la famille immigrante, et à ceux de la communauté ethnique sur l’intégration de ces jeunes dans un contexte francophone. Les données ont été principalement recueillies à travers des entretiens semi-structurés approfondis auprès d’élèves d’origine chinoise et de différents acteurs du paradigme éducatif (parents, acteurs scolaires et intervenants communautaires). D’autres instruments, tels que l’analyse du contenu de documents et de médias, ont également été utilisés afin de fournir des informations contextuelles et d’enrichir les données d’entrevues. Les données ont été analysées selon un cadre théorique ouvert et inclusif où la réussite scolaire des élèves issus de l’immigration est mesurée en mettant l’accent sur l’influence de la maîtrise de la langue d’enseignement, du capital culturel et social de la famille et de la communauté immigrante, ainsi que des facteurs systémiques au niveau de l’école. Les résultats de cette étude dans trois écoles cibles montrent qu’en général les élèves d’origine chinoise connaissent une expérience positive, surtout en ce qui concerne leur performance scolaire en mathématiques et sciences. Cependant, les nouveaux arrivants ont tendance à éprouver des difficultés dans l’apprentissage du français et pour leur intégration sociale. En effet, le processus d’intégration socioscolaire des jeunes chinois est sous l’influence des différents milieux qu’ils fréquentent. À propos de l’influence des dynamiques scolaires, les résultats de la recherche indiquent qu’une relation maître-élève positive joue un rôle important dans la réussite éducative de ces élèves. Toutefois, l’insuffisance du soutien à l’apprentissage défavorise l’intégration linguistique et sociale des élèves nouvellement arrivés. Les données de cette étude soulignent notamment le rôle de la famille immigrante et de la communauté ethnique dans l’expérience scolaire de ces jeunes. D’une part, sous l’impact des dynamiques familiales, notamment ce qui à trait au projet migratoire, à la culture chinoise et à l’expérience pré- et post-migratoire, les parents immigrants chinois s’impliquent activement dans les études de leurs enfants, malgré des barrières linguistiques et culturelles. D’autre part, afin de surmonter les effets négatifs des faibles liens entretenus avec l’école de langue française, les parents chinois ont largement recours aux ressources au sein de la communauté ethnique, tels que les médias de langue chinoise, les organismes ethnospécifiques de services aux immigrants, l’école du samedi et les institutions religieuses ethniques. Ces institutions sociales ethniques contribuent à soutenir les valeurs culturelles, échanger des informations, établir des modèles pour les jeunes et à fournir des services appropriés en matière culturelle et linguistique. ; This study seeks to document the educational experience of students of Chinese origin in Quebec French high schools and to examine the dynamics influencing their academic achievement. More specifically, it explores the impact of school context, Chinese immigrant families, and the ethnic community on the socioeducational integration of these youth in a French-speaking context. Data were collected mainly through semi-structured in-depth interviews with students of Chinese origin as well as different actors holding educational roles (immigrant parents as well as school and community practitioners). Other instruments, such as document review and media content analysis, were also adopted to provide background information and to enrich the interview data. Data were analysed according to an open and inclusive framework evaluating the academic achievement of immigrant students with a main focus on the influence of the proficiency in the language of instruction, cultural and social capital of the immigrant family and community, and systemic factors at the school level. The research findings show that students of Chinese origin in the three target schools generally have positive school experience, especially in terms of their performance in mathematics and sciences. However, some of them, new arrivals in particular, seem to encounter some difficulties in learning French and social integration. Indeed, the process of socioeducational integration of Chinese youth is influenced by diverse milieus that they occupy. Regarding the influence of school dynamics, the results of this study indicate that positive teacher-student relationships play an important role in the educational success of Chinese origin students. Nonetheless, the insufficient learning support services diminish the linguistic and social integration of newly arrived Chinese immigrant students. The research data highlight in particular the role of immigrant family and the ethnic community in shaping the school experience of Chinese youth. On the one hand, with the impact of family dynamics, including migration project, Chinese culture, as well as pre-and post-migration experiences, Chinese parents are involved actively in their children’s schooling, in spite of their language and cultural barriers. On the other hand, to overcome the negative effects of loose connections with mainstream French schools, Chinese parents rely largely on ethnic community-based resources, such as Chinese language media, ethnospecific immigrant service organizations, Chinese supplementary schools, and ethnic religious institutions. These ethnic social institutions contribute to support cultural values, exchange information, establish role-modes for the youth, and provide culturally as well as linguistically appropriate services. Keyword: Chinese community; École secondaire de langue française; Educational success; Élèves issus de l’immigration; French high school; Immigrant students; Intégration socioscolaire; La communauté chinoise; Réussite scolaire; Socioeducational integration; Sociology - Ethnic and Racial Studies / Sociologie - Études des relations interethniques et des relations raciales (UMI : 0631) URL: http://hdl.handle.net/1866/10889 BASE Hide details 55 Top Achieving Students’ Strategies for Success: Beyond School Work, and Into Video Game Play Hamlen, Karla R. In: Curriculum & Foundations Faculty Publications (2012) BASE Show details 56 Student Success in Face-to-Face and Online Sections of Biology Courses at a Community College in East Tennessee Garman, Deanna Essington In: Electronic Theses and Dissertations (2012) BASE Show details 57 Assessing the assessments: using an argument-based validity framework to assess the validity and use of an English placement system in a foreign language context Johnson, Robert Charles. - : Sydney, Australia : Macquarie University, 2012 BASE Show details 58 LehrerInnenkompetenz(en) - eine Frage der SchülerInnenperspektive? Staudinger, Thomas Manfred. - 2012 BASE Show details 59 The Impact of Students' Academic and Social Relationships on College Student Persistence Wayt, Lindsay K. In: Educational Administration: Theses, Dissertations, and Student Research (2012) BASE Show details 60 Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement P'Pool, Keely In: Masters Theses & Specialist Projects (2012) BASE Show details Page: 1 2 3 4

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