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Sí Se Puede, Sí Se Pudo, Sí Se Va a Poder: The Narrative Experience of Newcomer Immigrant Adolescent Students in Obtaining a High School Diploma
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| 2 |
Crescer em Silêncio: Desenvolvimento de uma app de LGP destinada a crianças ouvintes
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Moreno, Débora Silva. - : Instituto Politécnico de Lisboa, Escola Superior de Comunicação Social, 2021
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The Lived Experiences of Male Generation Z Collegians: Transcendental Phenomenological Approach
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In: Doctoral Dissertations and Projects (2021)
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Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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| 5 |
The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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| 6 |
Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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| 7 |
Decoding Doctoral Student Departure: A Mixed-Methods Study of Faculty Perceptions and Student Realities in Computing
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| 8 |
Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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| 9 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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| 10 |
"Les fondements communs de nos démocraties modernes". Persönliche Eindrücke aus einem französisch-deutsch-ungarischen Erasmus+ Projekt
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In: Quoi de neuf : nouvelle du bilingue (2020), S. 61-75 (2020)
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| 11 |
Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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| 12 |
IDENTITIES AND EXPERIENCES: INSIGHT INTO DEVELOPMENTAL WRITING STUDENTS
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Abstract:
A large portion of college students are required to take courses in math, reading, and/or English that are considered developmental or remedial before they can take traditional college level courses, and the matriculation rates and graduation rates of these students are much lower than the national average (Bailey, Jeong, & Cho, 2010; Jaggars & Stacey, 2014; NCES, 2017).; however, research has mostly focused on success and failure rates and how different formats like online, hybrid, and corequisite impact these rates. With lower than average graduation rates, finding ways to help students achieve success is of utmost importance, but too many studies are focusing on structural changes rather than acquiring a deeper understanding of the students themselves. This study responds to this gap. This embedded case study followed four developmental writing college students at a Midwestern community college and sought to answer the following questions: In what ways do the experiences of developmental writing students in the developmental writing classroom influence their identities? In what ways do developmental writing students display an academic, social, and virtual identity? In what ways does the virtual identity of students differ from or support their offline identities? During a one semester period, this study employed semi-structured interviews with the students and their instructors, classroom observations, and document review of students’ writing. The data is framed and presented within five conceptual strands: 1) the concept of academic identity, 2) the concept of social identity, 3) the concept of virtual identity, 4) the impact of writing on identity development, and 5) the impact of classroom experience on identity development. Findings shows students’ multiple identities, how identities work both symbiotically and conflictingly, and how the experiences in the classroom impact students’ identities and their successes, failures and persistence in the college setting.
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Keyword:
academic identity; classroom experience; Community college education; developmental education; Education; Higher education; social identity; virtual identity; writing
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URL: http://hdl.handle.net/1808/31809
http://dissertations.umi.com/ku:17065
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| 13 |
How silence facilitates verbal participation
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 188-197 (2020) (2020)
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| 14 |
Understanding how International Graduate Students in Canada Reconstruct their Writing Identities ...
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Wan, Ying. - : Werklund School of Education, 2019
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| 15 |
The Dynamicity of The Perceptive Verb Look: A Cognitive Linguistics Study
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In: English Language Teaching Educational Journal, Vol 1, Iss 2, Pp 97-105 (2019) (2019)
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| 16 |
Interpretative Analysis of Adult Learners’ Lived Experiences in a Uniquely Designed Higher Education Program
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In: Dissertations & Theses (2018)
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| 17 |
"Erfahrungen der Besten". Die unikale Sammlung Pädagogischer Lesungen der DDR - ein Werkstattbericht
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In: Medienimpulse 56 (2018) 4, 38 S. (2018)
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Kleines Auslandsstudium zu Hause. Chancen und Grenzen des digitalen Lernens am Fall des japanisch-deutschen Online-Seminars "Global Medial"
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In: ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 41 (2018) 3, S. 27-30 (2018)
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