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Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom
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In: ISSN: 2504-284X ; Frontiers in Education ; https://hal.archives-ouvertes.fr/hal-03651135 ; Frontiers in Education , Frontiers, 2022, 7, ⟨10.3389/feduc.2022.732094⟩ (2022)
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Towards an international lexicon
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In: ISSN: 1863-9690 ; EISSN: 1863-9704 ; ZDM ; https://hal.archives-ouvertes.fr/hal-03625972 ; ZDM, Springer Verlag, 2022, ⟨10.1007/s11858-022-01349-3⟩ (2022)
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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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Exploring elementary teachers’ facilitation of discussion in developing students’ mathematical agency
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| 5 |
Perceptions and attitudes of music department chairs and faculty regarding global competence in North Carolina Community College music programs
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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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A phenomenological study exploring GEAR UP students’ perceptions of post-secondary preparedness.
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Abstract:
The Rio Grande Valley is a predominantly Hispanic region with a high population of low socioeconomic students. These students are typically underserved in post-secondary education. Socioeconomic disparities and obstacles as minorities lead to a lack of academic and social preparedness for the rigors of post-secondary education. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) provides services and information to develop and motivate low socioeconomic students to attend post-secondary colleges and universities. Research findings show that college access programs focus on the accountability of student success, data-driven program decisions, and policy changes that can assist underserved students (U.S. Department of Education, 2012). GEAR UP is a cohort model designed to increase the number of low socioeconomic students prepared to enter and succeed in post-secondary education. Qualitative findings from semi-structured interviews and an anonymous questionnaire of former GEAR UP cohort students highlight the perception of the overall effectiveness and importance of required program services in the development of academic achievement and success. The participants were Hispanic adults and while in the program identified as low socioeconomic students who are typically underrepresented in post-secondary education. Prior studies describe program participation and evidence of increased preparation in other areas of the country. This phenomenological study explored student perceptions of GEAR UP’s impact on academic preparation for post-secondary education, enrollment, and success in the Rio Grande Valley. All participants spoke about the positive impact that GEAR UP had on their decision to attend a post-secondary institution and their preparedness for academic and social success. The GEAR UP services have a strong connection to Conley’s Keys to College and Career Readiness. GEAR UP students described the additional aspects: relationship with the GEAR UP counselor or facilitator, sense of belonging, and the parental awareness and education component of GEAR UP as vital in their preparation. Results indicate that GEAR UP grants need to explore student perspectives and feedback when evaluating and planning GEAR UP services.
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Keyword:
GEAR UP. Post-secondary education. Low socioeconomic status. First-generation student. Underrepresented student. Hispanic. GEAR UP services. College and career readiness
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URL: https://hdl.handle.net/2104/11743
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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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| 9 |
‘Twenty hearts beating as none’: primary education in Ireland, 1899-1922
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Duggan, Michael. - : Dublin City University. School of History and Geography, 2022
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In: Duggan, Michael (2022) ‘Twenty hearts beating as none’: primary education in Ireland, 1899-1922. PhD thesis, Dublin City University. (2022)
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| 10 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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| 11 |
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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| 14 |
National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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The Paradox of Minzu Higher Education: Structural Inequity and Exclusion of Tibetans in China’s Tertiary Education
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| 17 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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Hybrid system and flipped classroom: digital lexiculturology in CFL ; Dispositif hybride et classe inversée : lexiculturologie numérique en CLE
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In: Journées d’études Enseignement en ligne de la langue et de la civilisation chinoises. ; https://hal.archives-ouvertes.fr/hal-03643992 ; Journées d’études Enseignement en ligne de la langue et de la civilisation chinoises., Jun 2022, Paris, France (2022)
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| 19 |
Interaction between orthographic and graphomotor constraints in learning to write
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In: ISSN: 0959-4752 ; Learning and Instruction ; https://hal.archives-ouvertes.fr/hal-03620980 ; Learning and Instruction, Elsevier, 2022, 80 (101622), pp.10.1016/j.learninstruc.2022.101622. ⟨10.1016/j.learninstruc.2022.101622⟩ (2022)
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Des corpus de textes pour développer le lexique des affects en FLE
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In: Séminaire Modern Language Center ; https://hal.archives-ouvertes.fr/hal-03630507 ; Séminaire Modern Language Center, King's College London, Mar 2022, London, Royaume-Uni ; https://www.kcl.ac.uk/modern-language-centre (2022)
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