Relevant bibliographies by topics / Bridging students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bridging students'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Bridging students"

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Wu, Chia-Pei. "Bridging the Web." International Journal of Online Pedagogy and Course Design 6, no. 3 (July 2016): 26–38. http://dx.doi.org/10.4018/ijopcd.2016070103.

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In this study, 60 students of an EFL writing course participated in a semester-long WebQuest authoring activity. This activity is designed for students to improve their English learning reading and writing skills in the process of WebQuest creation. The study discussed the use of the Internet technology to mediate classroom activities. The study then investigated how students enhanced their writing skills through WebQuest construction. The study also implemented higher order thinking skills by reflecting on their learning progress. Research data was collected from students' reflective journal, in-depth interview, and the final product of student-created WebQuests. The findings indicated that the experimental design facilitated and mediated classroom discussion and cooperative learning. In addition, it enhanced students' writing skills by reading on the Internet. The higher order thinking skills were also represented in students' WebQuest creativity.
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McBride, Kelly Rhodes, Margaret N. Gregor, and Kelly C. McCallister. "Bridging the gap." Reference Services Review 45, no. 3 (August 14, 2017): 498–510. http://dx.doi.org/10.1108/rsr-10-2016-0067.

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Purpose The aim of this paper is to profile the evolution of library services and information literacy instruction provided for transfer students in collaboration with other campus units at a Master’s level institution and for librarians wishing to develop services for this population. Design/methodology/approach This paper is a case study enhanced by a literature review, outlining the development of services, resources and instruction for transfer students at one institution. Findings This paper provides information about the need for library services designed specifically for transfer students at four-year institutions and the importance of cross campus collaborations to develop and offer these resources. Originality/value The literature on the provision of library services to transfer students is minimal. This case study details the development of cross campus collaborations that resulted in enhanced library services for this population.
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Shetgovekar, Suhas. "Social Psychology and Social Issues: Students’ Participation in Bridging the Gap." Indian Journal of Youth and Adolescent Health 05, no. 04 (December 11, 2018): 11–14. http://dx.doi.org/10.24321/2349.2880.201822.

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Aswathi, P., and K. Mohamed Haneefa. "Bridging the Digital Divide among Students." Journal of Knowledge & Communication Management 5, no. 1 (2015): 42. http://dx.doi.org/10.5958/2277-7946.2015.00004.2.

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Baker, Shari. "Supporting students Bridging the funding gap." Fundraising for Schools 2010, no. 113 (June 2010): 16–17. http://dx.doi.org/10.12968/fund.2010.1.113.79340.

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Gordon, Sue, and Jackie Nicholas. "Students’ conceptions of mathematics bridging courses." Journal of Further and Higher Education 37, no. 1 (January 2013): 109–25. http://dx.doi.org/10.1080/0309877x.2011.644779.

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Eitemüller, Carolin, and Sebastian Habig. "Enhancing the transition? – effects of a tertiary bridging course in chemistry." Chemistry Education Research and Practice 21, no. 2 (2020): 561–69. http://dx.doi.org/10.1039/c9rp00207c.

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Preparatory or bridging courses are widespread and have a long tradition at universities. They are designed to increase students’ academic success – in particular of students with low prior knowledge – and to reduce dropout rates. However, critics of these short and compact bridging courses complain that preparatory courses are not able to fill in content gaps sufficiently in a few weeks. Despite the high prevalence of university bridging courses, little is currently known about the sustainable learning efficacy of these courses. The aim of this study was to examine the short- and long-term effects of a traditional chemistry bridging course on students’ success in the end of the semester examination of first-year chemistry students. For this purpose, students’ learning outcomes were analyzed at the end of the two-week bridging course of students with different prior knowledge. Furthermore, it was investigated in an intervention-reference-group design whether students’ exam results at the end of the first semester differ from participants of the bridging course and students who did not participate in the course. The results of the study reveal that students with low prior knowledge manage to close their content gaps in just a few weeks and to adjust differences in prior knowledge before starting their studies. At the end of the first semester, bridging course participants achieve significantly better exam results than their fellow students who did not enroll in the bridging course. However, mainly students with high prior knowledge seem to benefit from participating in the longer term. In the case of students with low prior knowledge, participation do not lead to better exam results compared to students without participation. Findings of the study can provide a basis for university teachers as well as university development experts to establish university bridging courses as well as to optimize existing offers.
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Taylor, P. C., J. A. Malone, and D. F. Treagust. "Case Studies of Aboriginal Students - a Measure of Success for Tertiary Students." Aboriginal Child at School 17, no. 1 (March 1989): 8–24. http://dx.doi.org/10.1017/s031058220000657x.

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The issue of selecting potentially successful students for a course of study is of central concern to course organisers. Nowhere is this issue of more concern than in the area of bridging courses designed to promote access to tertiary courses and professions in which Aboriginal people are grossly under-represented. Organisers of bridging courses are faced with the problem of identifying potentially successful candidates and designing courses to meet their individual learning needs. The problem exists because of the unprecedented nature of innovative courses catering for newly defined clientele such as mature-aged, urban and academically aspiring Aboriginal students.
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Metcalf, Debra Ann, and Karl Kilian Konrad Wiener. "An Assessment of Bridging Program Participants’ Sources of Academic Self-Efficacy at a Regional Australian University." World Journal of Educational Research 8, no. 1 (December 29, 2020): p51. http://dx.doi.org/10.22158/wjer.v8n1p51.

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Academic bridging and other remedial programs are designed to maximize outcomes for all students and are designed around an inclusive framework which targets the most disadvantaged or at need students. This study questions the validity of this practice through an evaluation of Bandura’s sources of academic self-efficacy for bridging program participants within two distinct cohorts, first-in-family and non-first-in-family students. The study comprised students at a regional Australian university (N=1806) which prides itself on high rates of first generation student enrolment. Data was analyzed using SPSS® software to construct regression analyses for each cohort and determine for each which of Bandura’s sources of academic self-efficacy predicted current academic self-efficacy. For both first-in-family and non-first-in-family students who did not participate in bridging programs, all four of Bandura’s sources of academic self-efficacy were significant predictors of current academic self-efficacy. For first-in-family students who participated in bridging programs, vicarious learning did not significantly predict academic self-efficacy. For non-first-in-family students who participated in bridging programs, mastery experience and social persuasion did not predict academic self-efficacy. Some suggestions for the disparity between the results for bridging program participants and the bulk of accepted literature are offered as are some implications for bridging program pedagogy.
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Axelsson, Monica, and Anna Slotte. "Bridging academic and everyday language." Journal of Immersion and Content-Based Language Education 5, no. 2 (November 6, 2017): 157–86. http://dx.doi.org/10.1075/jicb.5.2.01axe.

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This article presents findings from a Grade 7 religion lesson with 12–13 year-old multilingual Finnish-Swedish students in Finland. Here, focus is on the development of academic language and disciplinary literacy in multilingual environments, as they are crucial to students’ success and an area in need of both attention and support. A total of 117 minutes of six video-recorded group discussions, collected in a classroom study in a Swedish-medium school in Finland, were analyzed. The aim was to explore how students used everyday language and academic language to co-construct meaning of academic text and to investigate resources that were used by multilingual students and teachers to facilitate access to content for students instructed through Swedish. Our findings focus mainly on discussions in one group of four students as they were answering text questions. This group bridged academic and everyday language by creating linguistic chains that linked the two and used multiple resources, such as previous knowledge, the textbook, asking the teacher, and using Finnish in order to ensure each participant’s full understanding of the subject.
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Dissertations / Theses on the topic "Bridging students"

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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.

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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Li, Zhuo Feng. "Bridging the Gap intercultural friendship between Chinese and Americans /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Miller, Mandy A. "Bridging the Gap: Transitioning Students with Disabilities to Higher Education." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478693858109392.

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Donovan, Robyn Terese, and r. donovan@cqu edu au. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Central Queensland University, 2008. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20080717.093639.

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Women are returning to study as mature age students in increasing numbers. Typically, these women have been away from study for a number of years and, in order to gain entrance into a university course most women are required to undertake a bridging program. Bridging programs can provide women with an alternative pathway into university and are designed to develop the academic and study skills required to successfully undertake undergraduate studies. The Women into Science and Technology (WIST) bridging program, offered by Central Queensland University, is a self-paced bridging program which provides a low cost, study at home option specifically designed to accommodate women’s needs. This research focuses on the perceived needs of women who are enrolled in the WIST program. To this end a survey instrument has been developed to identify the needs and challenges of women undertaking the WIST program. This instrument was used to explore the needs and challenges of women enrolled in the WIST program. The survey results revealed that women have a range of needs which include support from the university, development of study and academic skills, personal qualities such as motivation and determination as well as support from their family and personal networks. The results indicate that the university needs to provide a range of support mechanisms and processes. These outcomes were used to develop the Get SET for Study framework that can be used for the planning and design of bridging courses similar to WIST for women who are considering enrolling in university.
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Arndt, Kendra G. "Bridging the gap between traditional and new literacies for students with learning disabilities." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44322.

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Using a qualitative case study design this thesis looks at literacy and the visual-verbal relationship. I describe the ways in which a child in grade three, formally diagnosed through standardized testing as having a writing learning disability, engages in new literacy practices in his home context. Data were collected via field notes, participant observation, semi-structured interviews, and digital photographs of artifacts. The theoretical frameworks that influenced this study were Vygotsky's social constructionist theory, the theory of new literacies, Gunther Kress’s theory of multimodality, and the New London Group's multiliteracies pedagogy. The artifacts I documented and collected were analyzed using multimodality analysis, as I adapted from Gillian Rose's visual methodology approach. The focus is on the role of image and the ways the participant incorporated drawings and computer-generated visuals into his texts. The role of technology in his meaning-making and how it affects his identity construction and sense of agency is particularly noted and discussed. The overall aim is to inform current pedagogical practices and address a gap in the literature by focusing on a child who has a learning disability, yet who is superior in intelligence and gifted in other cognitive abilities, and to explore whether it is possible to bridge the gap between new literacy practices and traditional, school print-based ones. The findings reinforce current research on the importance of acknowledging and bringing into the classroom children's competencies with digital literacies from their out-of-school literacy practices. They also support the need to reassess current methods of teaching writing and to investigate the non-linear qualities in children's multimodal text-making. A final intent of this study is that it will raise awareness of addressing the needs of students who are marginalized in the classroom and how a multimodal and multiliteracies approach may support not only cultural diversity, but also learner diversity.
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Hodges, Nathan Lee. "Blue-Collar Scholars: Bridging Academic and Working-Class Worlds." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6256.

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This dissertation explores one white working-class family’s hopes, fears, illusions, and tensions related to social mobility. I tell stories from my experiences as a first-generation college student, including: ethnographic fieldwork; interviews with my family, community members, and former teachers; and narratives from other working-class academics to provide an in-depth, evocative, and relational look at mobility. I explore the roots of vulnerability in my family and how I was socialized into understanding belonging and worthiness in particular ways, and how this socialization influences my feelings of belonging and worthiness in the academy. The goal of this research is bridging – past and present selves, working-class and academic cultures, work and family – for me and my family and other first-generation students and their families.
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Johnson, Lauren Gayle. "Designing stories, bridging success : multimodal digital storytelling with at-risk immigrant and refugee students." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50299.

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This thesis presents an ethnographic, qualitative case study on a digital storytelling project with “at-risk” senior-high aged immigrant and refugee students in a Surrey School District transition program. Most of the students were of refugee background, belonging to a subpopulation of English language learners possessing distinct academic and social needs due to limited formal education and trauma. The study addresses a gap in the research on digital storytelling with refugees by investigating the pedagogical potential of a multimodal project design through which students approach composition non-sequentially according to their individual interests and intents, employing cultural, linguistic, and meaning-making resources. Theoretical frameworks included the socio-cultural perspective of literacy, as well as the notions of multiliteracies and multimodality. Data were gathered through field notes, participant observation, informal conversations with students, semi-structured ethnographic interviews, and the collection of student artifacts and digital stories. I include in the findings both general observations, as well as detailed accounts of the composing process and digital stories of two students. Findings were determined through coding data according to modes of communication and common themes that emerged during analysis, and further organized using an adaptation of Gillian Rose’s visual methodology. This research demonstrates how a non-sequential, multimodal digital storytelling project promoted a democratic classroom environment in which all students felt capable of communicating their knowledge and identities, according to their strengths and interests. Also, students developed a conscious awareness and enhanced their repertoires of how to use and combine different modes to communicate meaning, thus revealing complex thinking and decision-making. The project furthermore extended possibilities for students to communicate complex and abstract aspects of their identities and social worlds, including difficult knowledge. Teachers gained greater insight into the students’ identities, and the students deepened their understanding of their own strengths and accomplishments.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Yaman, Ibrahim. "Effects Of Instructions Based On Cognitive Bridging And Cognitive Conflict On 9th Grade Students." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615734/index.pdf.

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The aim of this study is to compare the effects of the instructions based on cognitive bridging and cognitive conflict approaches and gender on 9th grade students&lsquo
conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. The study was conducted with a sample of 206 students in two different schools. The instructional method (traditional, cognitive conflict, and cognitive bridging) and students&lsquo
gender were used as independent variables in a 3x2 factorial design. Within this design, three treatment groups were constructed, one was control group with no researcher intervention and the other two were used as experimental groups. In one of the experimental groups, students received cognitive bridging instruction and students in the other group received cognitive conflict instruction. Pretests and posttests were administered to assess students&lsquo
conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. Multivariate Analysis of Covariance (MANCOVA) was used to explore the main effects of teaching methods and gender, and possible interactions between them. The results showed that teaching method had a significant effect on students&lsquo
conceptual understanding of force and motion in favor of experimental groups. Nevertheless, no significant difference was detected between the effects of cognitive conflict and cognitive bridging. There was no significant difference between male and female students either on the dependent variables of conceptual understandings of force and motion, self-efficacy, and epistemological beliefs. Finally, the present study couldn&lsquo
t capture any significant interaction between teaching method and gender on the combined dependent variables.
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Coates, Mitchell Graeme. "Teacher isolation and the inclusion of students with autism spectrum disorder: Bridging the divide." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/5d42e12f2698ea8b375dc46543b7592fb931d33ba4ed7e1fa00b4f9705c9473a/5459327/Coates_2019_Teacher_isolation_and_the_inclusion_of.pdf.

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Both researchers and clinicians have observed an apparent increase in the prevalence of Autism Spectrum Disorder (ASD) in current and upcoming student populations (Australian Bureau of Statistics, 2016; CDC, 2018). In response to these findings, the Australian Federal Government and Queensland Government have policies in place to support students in inclusive general education settings for children with ASD. The purpose of this study was to develop a more sophisticated understanding of expectations of teacher capacity to implement the inclusive practices required in Queensland educational policy, and the actual capacity of teaching staff to support their students with ASD in one school with a Special Education Program (SEP) attached. The epistemological stance adopted for this study is constructionism with the theoretical perspective interpretivism, and embedded within this perspective is symbolic interactionism. Consistent with these perspectives, case study methodology has been used where data collection, adopted to investigate the case, included document analysis, survey and semi-structured individual interviews. During the exploration phase, data were obtained from the document analysis of pre-service courses offered to teachers and teacher-aides in Queensland, Australia and an online survey of 24 participants, consisting of both teachers and teacher-aides. During the inspection phase, data were obtained from individual, semi-structured interviews with 16 of the 24 participants, comprising 12 teachers and 4 teacher-aides. This research supports previous research findings which outline a need for more ASD-specific pre-service and in-service training for teachers, however, these findings have been extended through the use of a Symbolic Interactionist lens, where five theoretical propositions have been advanced. Drawing on these theoretical propositions, the D.I.S.I Dilemma Model has been promoted as a reflection of the school environment. The findings have clear implications for departments of education and pre-service training institutions for both teachers and teacher-aides.
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Ervin, Beverly Jo. "Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092.

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Books on the topic "Bridging students"

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Campbell, Anne. Bridging cultures. Belconnen, Australia: Faculty of Education, University of Canberra, 1995.

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Norfolk Inspection Advice and Training Services., Norfolk (England) County Council, and Norfolk County Council Library and Information Service., eds. Bridging the gap. Norwich: Norfolk Educational Press, 1993.

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Housel, Teresa Heinz, and Vickie L. Harvey. Faculty and first-generation college students: Bridging the classroom gap together. San Francisco, Calif: Jossey-Bass, 2011.

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Stropus, Ruta K. Bridging the gap between college and law school: Strategies for success. Durham, North Carolina: Carolina Academic Press, 2014.

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Bridging multiple worlds: Cultures, identities, and pathways to college. Oxford: Oxford University Press, 2011.

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Alvin, Evans, ed. Bridging the diversity divide: Globalization and reciprocal empowerment in higher education. San Francisco, Calif: Jossey-Bass, 2009.

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Cobb, Scott Jerrie, Straker Dolores Y. 1947-2008, Katz Laurie, and National Council of Teachers of English., eds. Affirming students' right to their own language: Bridging language policies and pedagogical practices. New York: Routledge, 2008.

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Bridging the transition from primary to secondary school. New York: Routledge, 2011.

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D, Taylor Charlotte, ed. Bridging the gap between college and law school: Strategies for success. 2nd ed. Durham, N.C: Carolina Academic Press, 2008.

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Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy. New York: Springer, 2011.

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Book chapters on the topic "Bridging students"

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Rish, Ryan M. "Students’ Transmedia Storytelling." In Bridging Literacies with Videogames, 29–52. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-668-4_3.

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Caretta, Martina Angela, and Federica Bono. "Students' Evaluation of Instruction." In Bridging Worlds – Building Feminist Geographies, 121–31. London: Routledge, 2022. http://dx.doi.org/10.4324/9781032275611-14.

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Arkhipova, Maria V., Ekaterina E. Belova, Yuliya A. Gavrikova, Tatyana E. Nikolskaya, and Elina D. Shapiro. "Bridging the Generation Gap with Net Students." In Studies in Systems, Decision and Control, 1003–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56433-9_105.

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Hoffmann, Max, Katharina Schuster, Daniel Schilberg, and Sabina Jeschke. "Bridging the Gap Between Students and Laboratory Experiments." In Engineering Education 4.0, 251–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46916-4_20.

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Hoffmann, Max, Katharina Schuster, Daniel Schilberg, and Sabina Jeschke. "Bridging the Gap between Students and Laboratory Experiments." In Virtual, Augmented and Mixed Reality. Applications of Virtual and Augmented Reality, 39–50. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07464-1_4.

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Hoffmann, Max, Katharina Schuster, Daniel Schilberg, and Sabina Jeschke. "Bridging the Gap Between Students and Laboratory Experiments." In Automation, Communication and Cybernetics in Science and Engineering 2015/2016, 253–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42620-4_20.

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Burgstahler, Sheryl. "Leveling the Playing Field for Students with Disabilities in Online Opportunities." In Bridging Marginality through Inclusive Higher Education, 235–50. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8000-7_11.

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Villegas, Paloma E. "Bridging Borders: Teaching a Bridging Course with Precarious Status Students Transitioning to the University." In Critical Schooling, 245–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00716-4_11.

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Duran, Antonio, and Kaity Prieto. "Engaging LGBTQ+ Students on College Campuses in Urban and Urban-Emerging Settings." In Bridging Marginality through Inclusive Higher Education, 99–121. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8000-7_6.

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Cuellar, Marcela G., and Cristobal Salinas. "Latin* College Students’ Diversity and Intersectionality: Future Directions for Research and Practice." In Bridging Marginality through Inclusive Higher Education, 55–83. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8000-7_4.

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Conference papers on the topic "Bridging students"

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Suryaman, Maman. "Bridging Students' Learning Achievement." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.55.

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DiChristofano, Alex, Michael L. Hamilton, Sera Linardi, and Mara F. McCloud. "Project 412Connect: Bridging Students and Communities." In EAAMO '21: Equity and Access in Algorithms, Mechanisms, and Optimization. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465416.3483304.

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Mor, Avihay, Sigal Levy, and Yelena Stukalin. "Factors Influencing Students to Participate in Frontal Learning Post Corona." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t9c1.

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The unprecedented restrictions imposed due to the COVID-19 pandemic altered our daily habits and severely affected our well-being and physiology. Although the transition to online learning has brought some benefits to academic studies, it has also raised various challenges such as concentration challenges for students, gaps in available resources and equipment suitable for active participation, and anxiety related to physical distancing. The aim of the present study is to examine the relationship between a sense of loneliness, social support, and a sense of desire to learn frontally or remotely depending on the subject. Our research contributes to understanding how to adapt academic studies to student's needs. Examples are provided for incorporating group activities in statistics courses to enhance student interaction and reduce the sense of loneliness.
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Klein, Susan West. "Bridging the communications gap with new students." In the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.501016.

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Tintle, Nathan, Karen McGaughey, and Beth Chance. "What Do Students in Biology Courses Understand and Appreciate About Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7b2.

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Learning standards for biology courses have called for increasing statistics content. Little is known, however, about biology students’ attitudes towards statistics content and what students actually learn about statistics in these courses. This study aims to uncover changes in attitudes and content knowledge in statistics for students in biology courses. One hundred thirty-four introductory biology students across five different instructors participated in a pre-post study of statistical thinking and attitudes toward statistics. Students performed better on the statistics conceptual inventory at the end of a biology course compared to the beginning. Student attitudes showed no change. These preliminary results suggest the potential importance for laying a conceptual foundation in statistics prior to taking biology courses with little formal statistical instruction.
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Lyford, Alex, and Lonneke Boels. "Using Machine Learning to Understand Students’ Gaze Patterns on Graphing Tasks." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8d2.

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Graphs are ubiquitous. Many graphs, including histograms, bar charts, and stacked dotplots, have proven tricky to interpret. Students’ gaze data can indicate students’ interpretation strategies on these graphs. We therefore explore the question: In what way can machine learning quantify differences in students’ gaze data when interpreting two near-identical histograms with graph tasks in between? Our work provides evidence that using machine learning in conjunction with gaze data can provide insight into how students analyze and interpret graphs. This approach also sheds light on the ways in which students may better understand a graph after first being presented with other graph types, including dotplots. We conclude with a model that can accurately differentiate between the first and second time a student solved near-identical histogram tasks.
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Low, Marnie, Craig Alexander, and Mitchum Bock. "Investigating Perceived Student Learning From Peer Review in Statistics Education." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14c1.

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Peer review is not regularly used in statistics education despite previous studies demonstrating it enhancing student achievement. This paper expands this knowledge by exploring how peer review contributes to perceived student learning in statistics education and how educators can stimulate students’ learning through internal feedback. This study focused on two cohorts of statistics students with differing attributes. Students were surveyed post a peer review exercise. The post review questionnaire looked at the different stages of peer review and its impact on perceived student learning. Initial impressions indicate that the peer review activity contributed to student learning with comparing their work to a peers’ contributing most on average to their perceived learning.
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Sabbag, Anelise, and Samuel Frame. "Patterns of Interaction With Videos and Collaborative Assignments in an Asynchronous Online Statistics Course." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t9c3.

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This paper investigates a fully and asynchronous online introductory statistics course with a collaboration component (Collaborative Keys). We evaluate how students use collaborative assignments and videos, whether they are used as intended, and how they relate to student performance. The results suggest that the use of course resources is related to student achievement, with higher performing students focusing on video resources created by the instructor and showing more consistency in their use of resources throughout the term. Based on these findings, improvements were made to the collaborative assignments to provide better engagement and interactions between the students and to make students more accountable for watching the videos.
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Foley, Andrew C. "Bridging the Entropy Chasm!" In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42723.

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Typically a Thermodynamics course spend at least half of its allotted teaching schedule introducing the first law in its various guises followed by the more mysterious property entropy and its convoluted ‘birth’ from Carnot engine analyses. The author describes a ‘catch all’ approach that first describes the ‘accounting’ techniques used not only for the first law (energy) and the second law (entropy) but also continuity, momentum etc. This is done with non thermofluid examples not typically associated with these courses but more aligned with a student’s own day to day experiences. Once this accounting framework is in place then the physical properties of energy and entropy are introduced and used within the previously described framework to allow students to confidently tackle a myriad of thermofluid problems. The author is particularly pleased with the explanation of entropy which he believes allows a truer appreciation of the property not normally presented in traditional texts. Overall the approach allows the theory of a thermofluids course to be undertaken much more rapidly than many conventional courses. The formulations are greatly reduced and their generality is increased significantly. Ultimately this allows more time in a course for the practice of application of these tools.
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Johnson, Sheri, and Christine Franklin. "A Case Study: Zander Reasons With Incomplete Contingency Tables and Mosaic Plots." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8d3.

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Reasoning across multiple representations and incorporating reversibility can enhance and reveal an in-depth view of a student’s understanding. In this paper, we explore how a school-age student reasons about the independence of two categorical variables using contingency tables and mosaic plots. This case study reveals some fine-grained reasoning that highlights the differences between mathematical and statistical thinking, shows an inclination to use a part-part or odds approach, and demonstrates how a mosaic plot was used to solve a problem with incomplete contingency. Ultimately, this study supports the use of incomplete contingency tables and mosaic plots for students to reason about statistical independence.
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Reports on the topic "Bridging students"

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Nelson, Matthew, Christine N. Jensen, and Michael Lazere. Bridging College Students and K–12 Students Together Through High Altitude Ballooning. Ames (Iowa): Iowa State University. Library. Digital Press, January 2011. http://dx.doi.org/10.31274/ahac.8150.

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Jurecka, Kathleen, and Stacey Lyle. Bridging the Gap: Connecting High School Students to Advanced STEM Education through Online Learning Modules. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317452.

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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.

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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.
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Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Goldemberg, Diana, James Genone, and Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, September 2020. http://dx.doi.org/10.18235/0002633.

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Bridging the skills gap is necessary to increase productivity and equity. In Latin America and the Caribbean, this challenge has manifested in high rates of youth unemployment, informality, and inactivity. Traditional higher education has struggled to respond to this challenge, with rising costs limiting access and poor outcomes forcing students to question the value of a university degree. In this paper, we explore a model for collaboration between higher education providers and employers designed to overcome these challenges. In this co-op model, students earn a bachelors degree in three years, while also working part-time during the second and third years. This model provides students with the foundational skills and knowledge needed to become broad, interdisciplinary thinkers, while also giving them valuable work experience for which they earn credit while pursuing their degree. Economic constraints are addressed by students degrees being partly subsidized by an employer, who benefits by easily hiring employees who can fill their most critical human resource needs.
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Singh, Abhijeet, Mauricio Romero, and Karthik Muralidharan. COVID-19 Learning Loss and Recovery: Panel Data Evidence from India. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/112.

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We use a near-representative household panel survey of ∼19,000 primary-school-aged children in rural Tamil Nadu to study the extent of ‘learning loss’ after COVID-19 school closures, the pace of recovery in the months after schools reopened, and the role of a flagship compensatory intervention introduced by the state government. Students tested in December 2021, after 18 months of school closures, displayed severe deficits in learning of about 0.7 standard deviations (σ) in math and 0.34σ in language compared to identically-aged students in the same villages in 2019. Using multiple rounds of in-person testing, we find that two-thirds of this deficit was made up in the 6 months after school reopening. Using value-added models, we attribute ∼24% of the cohort-level recovery to a government-run after-school remediation program which improved test scores for attendees by 0.17σ in math and 0.09σ in Tamil after 3-4 months. Further, while learning loss was regressive, the recovery was progressive, likely reflecting (in part) the greater take up of the remediation program by more socioeconomically disadvantaged students. These positive results from a state-wide program delivered at scale by the government may provide a useful template for both recovery from COVID-19 learning losses, and bridging learning gaps more generally in low-and-middle-income countries.
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Kennedy, Marie, Aisha Conner-Gaten, Jamie Hazlitt, Javier Garibay, and Marisa Ramirez. Assessing the Diversity of the E-collection of the William H. Hannon Library; a Phased Project. William H. Hannon Library, 2018. http://dx.doi.org/10.15365/whhl.librarian.2018.1022.

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The American Library Association’s 1982 statement on Diversity in Collection Development reminds librarians of our professional responsibility “to select and support the access to materials on all subjects that meet, as closely as possible, the needs, interests, and abilities of all persons in the community the library serves. This includes materials that reflect political, economic, religious, social, minority, and sexual issues.” The William H. Hannon (WHH) Library’s vision statementaffirms that the library views itself as Bridge, Gateway, Agora, and Enterprise. To ensure that our materials collection aligns with our institutional vision and meets the research needs of our diverse campus population, the project team proposed an assessment of our electronic collection through the lens of diversity. The assessment was to determine if the library’s online databases (most often the first point of research consultation for our students and faculty) are adequately “bridging disciplines” (Bridge) and “representing diverse topics and perspectives” (Gateway). What the team learns will inform the library collection strategy, to ensure that it builds collections that deliberately and positively contribute to an inclusive campus climate. [1] http://library.lmu.edu/aboutthelibrary/libraryvisionmission/
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