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1
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 countrys 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.
2
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 womens 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.
5
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.
6
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.
7
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
8
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&lsquoconceptual 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.
9
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.
10
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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Henderson, Jane Anne. "A rationale for an intensive English bridging programme for students entering Anglo-Chinese secondary schools." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862641X.
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Wilk, Katarzyna. "Bridging the gap : a collective case study of counsellors' and international students' experiences of working together." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/bridging-the-gap-a-collective-case-study-of-counsellors-and-international-students-experiences-of-working-together(3a65f4b4-190e-44b6-b3dc-ff5f15076a1f).html.
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This research aimed to explore the dynamics of counsellors working cross-culturally with diverse clients in the context of counselling international students at Higher Education Institutes. A particular emphasis on exploring challenges of working cross-culturally with such a diverse group and the solutions to meet those challenges was investigated. Current trends in globalisation of education and the increasing numbers of foreign students entering universities create both problems and opportunities for how to meet the needs of this growing student population. Higher risk factors for distress and crisis are present for international students due to having additional pressures of adapting to a novel environment, establishing support networks, and overcoming culture shock in addition to the more common academic and financial stressors of college and university. The methodology of choice is a collective instrumental case study design that operates within a critical theory paradigm to develop an in-depth understanding of how different cases provide insight into working with diverse clients. Five British counsellors and five international students were recruited within the UK using purposeful convenience sampling through adverts and the professional networks of the researcher. Counsellors were interviewed within a single focus group and international students were interviewed individually in order to understand the researched phenomenon from both counsellor and client perspectives. Thematic Analysis was chosen to generate two separate streams of themes from both counsellor and international student groups in relation to identified challenges and solutions of working together. A second level of overarching themes was produced from comparing and contrasting responses across all participants. The findings highlight a rich heterogeneity within both groups of participants, showcasing the perspectives on both sides of the therapeutic encounter. Counsellors and students held similar and different perspectives on what they identified as challenges of working together -counsellors' vocalised a higher number of relational challenges and students' identified greater institutional barriers. Novice international students experienced increased challenges compared with seasoned international students suggesting that development of risk factors within this sub-group is a high priority to take into consideration when addressing international student needs. Viewing diversity as a positive resource was a shared solution discussed in both participant groups that relied on counsellors demonstrating liberal value systems. Both groups identified the need for institutional support to be increased with students requesting a more proactive community outreach. A dominant finding in terms of recommendations for working with diversity included the use of the pluralistic approach noting that there is no one right answer or model to work with diversity within people and that flexibility to adapt to each client was essential. The findings are not presented as definitive generalisable truths due to the small sample size, but provide contribution to a case-based understanding of how to provide support for diverse groups of students within Higher Education Institutions in order to reduce risk and increase well-being among the international student population.
13
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." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3088.
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Much scholarship on first-generation students has focused on their academic and social integration in college (Collier & Morgan, 2008; Lowery-Hart & Pacheco, 2011; Stuber, 2011). Little is known about the experiences of first-generation students in schools of social work. In this research I've expanded the focus beyond students' experiences of academic integration to explore how first-generation students in a school of social work describe their relational worlds and the implications for professional socialization.
Informed by Standpoint Feminism and Postmodern/Post structural Feminism, I conducted focus groups with 19 students in two undergraduate programs and one graduate program in a school of social work and analyzed these conversations using Voice-centered Relational Data Analysis (Brown & Gilligan, 1992). This research highlighted how students bridge the cultures of home and school through 1) Experiences of support from home cultures while 2) pursuing school largely on their own and experiencing 3) the potential for distance from cultures of home, as they 4) work to stay integrated in home cultures while simultaneously 5) working to become integrated in school. I've also written about students' experiences of becoming caught "in-between" the cultures of home and school (Anzaldúa, 1987/2012), a less common but nevertheless important experience for educators to attend to.
Here I've argued for broadening the focus beyond academic integration (Tinto, 1975, 1993) and underscored the relational nature of first-generation status, as well as drawing attention to potential for relational injury embedded in our narratives about educational attainment and class mobility. Implications for social work education, practice, and research are discussed.
14
Schönborn, Konrad J., and Trevor R. Anderson. "Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy." Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.
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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy in biochemistry. Third, we present simple examples of tasks as a foundation for designing more sophisticated and complex items for assessing and developing students’ visual literacy. We conclude that visual literacy is fundamental to the development of sound conceptual understanding and it is crucial to develop visual skills in parallel with meaningful learning outcomes in all biochemistry curricula.All issues of BAMBED become freely available after a two-year hold
15
Nwosu, Victoria. "A study of postgraduate students in an Astrophysics bridging year: identifying contradictions in a complex system." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/6892.
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Astronomy and Astrophysics have been designated one of the flagship areas of research in South Africa. As part of human capacity building in this regard, a postgraduate national teaching programme at the Honours and Masters level, the National Astrophysics and Space Science Programme (NASSP) was established by an interested of group universities and located at the University of Cape Town. Despite initial success the programme failed to recruit and retain black South African students. In order to address this problem a postgraduate bridging program, the Extended Honours Programme (EHP), was established as a one year pre-honours level educational intervention. The research described in this thesis is directed at trying to identify the nature of the problems faced by the EHP students during their transition from their previous institutions to UCT. The Cultural Historical Activity Theory (CHAT) framework and its principle of contradictions and multivoiceness are employed to describe the NASSP as an activity system. According to the CHAT framework an activity system may experience four types of contradictions: primary, secondary, tertiary and quaternary. These four types of contradictions were identified and located within, and between, the components of the activity system. The major primary contradiction identified was in the ""double nature"" of the programme, essentially, a double bind between conceptual understanding and getting good grades. Several secondary contradictions, tertiary contradictions and historical disturbances were also identified. Other disturbances which did not map into any of the four established contradictions are also highlighted. The methodology was further applied at the level of a single course where micro and macro tensions were detected in a key component of the EHP curriculum that had previously been identified as extremely challenging, namely, the intermediate level electromagnetism course. To this end this specific activity system was interrogated and inherent tensions including historical and systemic tensions were identified. These historical and systemic tensions were noted to create disturbances such as poor conceptualization of physical problems, mismatches in students' and lecturers' expectations and unproductive learning strategies.
16
Gyabak, Khendum. "Bridging the digital divide infusing digital storytelling to improve literacy instruction among students in rural Bhutan /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Pillay, Thriscilla. "The perceptions of 2nd year bridging course students regarding mentoring at private nursing colleges in Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1016157.
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Nursing faces many challenges today, such as an international shortageof nurses and high medico-legal risks. One way of becoming a professional nurse is to complete a diploma course called the Bridging Course at a private nursing college. This is a two-year diploma course that is controlled by the South African Nursing Council (SANC), Regulation 683. This course allows enrolled nurses to further their studies to become a professional nurse, thus becoming an independent practitioner. These Bridging Course students need to do mentoring as part of their training so as to socialise them into the requirements for the role they will fulfil as a professional nurse and assist them to attain the competencies needed to function independently after the training phase. The various prescribed competencies that the Bridging Course student nurse needs to complete are clinical, co-ordination and management competencies. Clinical competencies equip them to perform and teach all nursing duties and co-ordination competencies ensure smooth, effective running of a ward. Then there are management competencies to be able to meet the vision, mission and philosophy of the unit and to have control from an or Nursing faces many challenges today, such as an international shortage of nurses and high medico-legal risks. One way of becoming a professional nurse is to complete a diploma course called the Bridging Course at a private nursing college. This is a two-year diploma course that is controlled by the South African Nursing Council (SANC), Regulation 683. This course allows enrolled nurses to further their studies to become a professional nurse, thus becoming an independent practitioner. These Bridging Course students need to do mentoring as part of their training so as to socialise them into the requirements for the role they will fulfil as a professional nurse and assist them to attain the competencies needed to function independently after the training phase. The various prescribed competencies that the Bridging Course student nurse needs to complete are clinical, co-ordination and management competencies. Clinical competencies equip them to perform and teach all nursing duties and co-ordination competencies ensure smooth, effective running of a ward. Then there are management competencies to be able to meet the vision, mission and philosophy of the unit and to have control from an organisational, human resource and business perspective. Research studies have discovered higher retention and graduation rates to be one of the positive outcomes of the mentoring process; also that mentoring solidifies people as leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses, effective mentoring is much needed. This will allow the professional nurses to be able to perform competently in all expected areas. Having competent, qualified professional nurses may help to reduce medico-legal risks and restore the public’s trust in the nursing profession. Despite extensive research on mentoring, there is little research on the Bridging Course student nurse’s perceptions regarding mentoring, ganisational, human resource and business perspective. Research studies have discovered higher retention and graduation rates to be one of the positive outcomes of the mentoring process; also that mentoring solidifies people as leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses, effective mentoring is much needed. This will allow the professional nurses to be able to perform competently in all expected areas. Having competent, qualified professional nurses may help to reduce medico-legal risks and restore the public’s trust in the nursing profession. Despite extensive research on mentoring, there is little research on the Bridging Course student nurse’s perceptions regarding mentoring.
18
Altuhaini, Ahmed Saleem. "Bridging the gap between Saudi students translator training programmes and the needs of the Saudi translation market." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705638.
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This study aims to develop a systematic, need-based approach to curriculum development in Translator Training (TT), informed by international best practice for identifying the extent and nature of the need for revision and renewal of current TT provision in Saudi Arabia. Social and global changes such as the advancement of public and private institutions, international politics, economic competition, foreign direct investment and rapid development of new information and communication technology place tremendous pressure on educational institutions to respond to a rapidly developing job market. Today's translation departments should not only continuously update their curricula and teaching methodology and raise their programmes' standards and evaluation measures, but also predict short- and long-term future training needs. Therefore, TT institutions should collaborate with relevant stakeholders to establish strong relationships to enrich the discipline and the industry. TT experts, Translation Studies (TS) scholars and professional translators have criticised TT programmes' detachment from the professional world, a likely result of the inability of existing TT curricula and methodologies to cater for the digital modern market and student needs. This thesis suggests that one way of solving this problem is to use training principles and concepts that have proven effective and successful in other disciplines such as training needs analysis and situational analysis, which are widely used in the fields of Human Resource Development, professional corporate training and education curriculum development studies. By applying a systematic and need-based approach to designing TT curricula, this study aims to promote ways to consider emerging social, professional and disciplinary needs and meet the expectations of all relevant stakeholders. This is achieved by enhancing the effectiveness and efficiency of the design process through situational analysis, analysing the environment, mapping and identifying key stakeholders, setting SMART objectives, analysing training needs and key areas for development, and using a quality assurance-based evaluation approach.
19
Yilmaz, Serkan. "Finding Anchoring Analogies To Help Students." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608312/index.pdf.
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The first purpose was to develop a diagnostic test to investigate new
anchoring and bridging analogies. Second one was to compare the effects of
bridging analogies based instruction (BABI) versus traditional teaching method
(TTM) on sophomore students&rsquomisconceptions in Newton&rsquo
s Third Law (NTL). An Anchoring Analogy Diagnostic Test (AADT), Newton&rsquo
s Third Law Misconception Test (NTLMT), and Attitude Scale toward Newton&rsquo
s Third Law (ASNTL) were used as measuring tools. Unlike single analogies in each step as used in literature, the researcher introduced the group concept and developed the new style of concept diagrams after the first part. The second part was conducted with 308 students in the same department of the same public universities of previous year sample in 2006-2007. In the study, the instructors administered the NTLMT and ASNTL as a pretest. One instructor had randomly assigned one control and one experimental group, while the other instructor (researcher) had randomly assigned two groups. Experimental groups were instructed by the BABI while control groups were instructed by the TTM. After three-week treatment period, the same tests were given as posttests to both groups. The first part analyzed by using both Excel and SPSS indicated that the AADT was effective in diagnosing anchoring analogies, bridging analogies, and target cases. It was also easy to develop the new style of concept diagrams. The second part were analyzed by using multivariate analysis of covariance (MANCOVA). According to the results, the BABI significantly remediate students&rsquo
misconceptions in the NTL with respect to the TTM. However, the BABI showed no significant effect on students&rsquo
attitudes toward the NTL with respect to the TTM.
20
De, Jesus Shauna Lei, and Mariela Licon. "BRIDGING THE GAP: EXPLORING SOCIAL WORK STUDENT PREPAREDNESS FOR WORKING WITH CHILDREN WHO HAVE DEVELOPMENTAL DISABILITIES." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/647.
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Abstract
Children with developmental disabilities are a particularly vulnerable population with complex, unique needs. In order to ensure that these clients are achieving the best quality of life possible, they typically require an array of community support services where social workers will often intersect with them in a variety of settings and roles. Therefore, there is a substantial need to ensure that student’s entering the workforce as newly qualified workers have some familiarity and exposure to what presenting issues these children are facing as well as the different techniques and tools available to engage with and assess them.
This study examined California State University School of Social Work student’s preparedness, willingness, and eagerness to work with children who have developmental disabilities. It utilized a quantitative approach with a questionnaire that was distributed via the Qualtrics system to student’s emails. A total of 80 social work students participated in the study and answered questions regarding their demographics, familial and curriculum exposure to developmental disabilities, their work experience, and their perceived levels of preparedness, willingness, and eagerness to work with children who have developmental disabilities. Descriptive and inferential statistics were used to analyze the student data collected.
The social work curriculum provided to students in the program is designed with the intent to prepare them for working with a diverse population that have a variety of needs, which will include individuals who have developmental disabilities. In order to effectively do this, it is recommended that courses offer more comprehensive lesson plans exploring not just a definition-based approach to developmental disabilities, but also incorporate elements of effective engagement, advocacy, and assessment methods.
21
Lu, Ray C. (Ray Chun). "Television as an Instrument for Bridging Cultures: A Study of Television's Effects on Taiwanese Students in the United States." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279021/.
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This study tested American television effects on Taiwanese Students in uncertainty reduction and stereotype forming. The study consisted of a questionnaire analysis and a focus group discussion. Fifty-five subjects responded to the questionnaires and twenty of them joined two group discussions.
22
Alberts, Philippus Petrus Hermanus. "The predictive validity of a selection battery for university bridging students in a public sector organisation / Philippus Petrus Hermanus Alberts." Thesis, North-West University, 2007. http://hdl.handle.net/10394/203.
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South Africa has faced tremendous changes over the past decade, which has had a huge impact
on the working environment. Organisations are compelled to address the societal disparities
between various cultural groups. However, previously disadvantaged groups have had to face
inequalities of the education system in the past, such as a lack of qualified teachers (especially in
the natural sciences), and poor educational books and facilities. This has often resulted in poor
grade 12 results. Social responsibility and social investment programmes are an attempt to rectify
these inequalities.
The objective of this research was to investigate the validity of the current selection battery of the
Youth Foundation Training Programme (YFTP) in terms of academic performance of the
students on the bridging programme. A correlational design was used in this research in order to
investigate predictive validity whereby data on the assessment procedure was collected at about
the time applicants were hired. The scores obtained from the Advanced Progressive Matrices
(APM), which forms part of the Raven's Progressive Matrices as well as the indices of the
Potential Index Battery (PIB) tests, acted as the independent variables, while the Matric results of
the participants served as the criterion measure ofthe dependent variable. The data was analysed
using the Statistical Package for Social Sciences (SPSS) software programme by means of
correlations and regression analyses.
The results showed that although the current selection battery used for the bridging students does
indeed have some value, it only appears to be a poor predictor of the Matric results. Individually,
the SpEEx tests used in the battery evidently were not good predictors of the Matric results,
while the respective beta weights of the individual instruments did confirm that the APM was the
strongest predictor.
Limitations were identified and recommendations for further research were discussed.Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
23
Lourens, Elza. "Understanding the experiences of educationally disadvantaged students at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85812.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The importance of increased accessibility to higher education for non-traditional students has been recognised globally. In South Africa, a strong drive exists to provide access to students who were previously excluded from higher education because of the apartheid history. Stellenbosch University attempts to contribute to redress and transformation through, amongst other initiatives, the SciMathUS Bridging Programme (Science and Mathematics at the University of Stellenbosch). The SciMathUS Bridging Programme provides access to educationally disadvantaged students to higher education. Even though these students gained access to higher education, they were struggling to succeed. Many questions about the functioning of specifically educationally disadvantaged students in higher education are still unanswered. This study aims to find answers to some of these questions, namely what are the major challenges educationally disadvantaged students face at a predominantly white, Afrikaans university and how do they function within the university. The research is a narrative ethnography with the focus on the experiences of seven former SciMathUS students at Stellenbosch University. The data was collected by means of unstructured interviews, student journals as well as social media over a period of four months. Narratives about the seven students’ experiences on campus were compiled and analysed within the framework of Bronfenbrenner’s ecological model by focusing on the reciprocal and dynamic interactions of the students within their campus systems. The analysis of the narratives showed limited interactions in the academic, social and residential contexts and revealed that these students faced academic, financial, linguistic, social and administrative challenges, which led to very high stress levels. They struggled to become part of the academic practice and responded by functioning on the periphery of the university system. The implications of providing access to educationally disadvantaged students to higher education, and particularly Stellenbosch University, are threefold. On a theoretical level, gaps in current theory on student development and support were identified. On a substantive level, a disjuncture between university policies and initiatives, and the real-life experiences of the students existed and systemic changes in the academic, social and residential contexts are imperative. Finally, on a practical level, the narratives of these students provided insight into their experiences and highlighted the need for the reconsideration of current practices around teaching and learning, language, admission, re-admission, financial support, tutoring and mentoring, and social life, particularly in residences.
AFRIKAANSE OPSOMMING: Die belang van groter toeganklikheid tot hoër onderwys vir nie-tradisionele studente word wêreldwyd erken. As gevolg van die apartheidsgeskiedenis, is daar in Suid-Afrika ‘n grootse poging om aan studente wat voorheen uitgesluit was, toegang tot hoër onderwys te verleen. Die Universiteit Stellenbosch poog om ‘n bydra te lewer tot die regstelling en transformasie, onder andere, deur die SciMathUS Brugprogram (Science and Mathematics at the University of Stellenbosch) wat aan onderwysbenadeelde studente toegang tot hoër onderwys verleen. Alhoewel hierdie studente toegang tot hoër onderwys verkry het, sukkel hul om sukses te behaal. Baie vrae oor die funksionering van spesifiek onderwysbenadeelde studente in hoër onderwys is steeds onbeantwoord. Hierdie studie poog om antwoorde te vind op van hierdie vrae naamlik, wat is die grootste uitdagings wat onderwysbenadeelde studente aan ’n hoofsaaklik wit, Afrikaanssprekend universiteit in die gesig staar en hoe funksioneer hul binne die universiteit. Die navorsing is ’n narratiewe etnografie met die fokus op die ervarings van sewe voormalige SciMathUS studente aan die Universiteit Stellenbosch. Die data is oor ’n tydperk van vier maande deur middel van onderhoude, studentejoernale en sosiale media versamel. Narratiewe oor die sewe studente se ervarings op kampus is saamgestel en binne die raamwerk van Bronfenbrenner se ekologiese model ontleed deur op die wedersydse en dinamiese interaksies van die studente in hul kampus- sisteme te fokus. Die ontleding van die narratiewe het beperkte interaksies binne die akademiese, sosiale en residensiële kontekste aangedui en het getoon dat die studente akademiese, finansiële, taal, sosiale en administratiewe uitdagings in die gesig gestaar het, wat tot hoë stresvlakke gelei het. Hul het gesukkel om deel te word van die akademiese praktyk en het daarop reageer deur op die rand van die universiteitsisteem te funksioneer. Die implikasies van toegang tot hoër onderwys, en meer spesifiek die Universiteit Stellenbosch, aan onderwysbenadeelde studente, is drieërlei. Op ’n teoretiese vlak is gapings in huidige teorie oor studente-ontwikkeling en -ondersteuning geïdentifiseer. Op ’n substantiewe vlak het daar ’n gaping bestaan tussen universiteitsbeleide en -inisiatiewe en die werklike ervarings van die studente en is sistemiese veranderinge in die akademiese, sosiale en residensiële kontekste nodig. Laastens, op ’n praktiese vlak het die narratiewe van die studente lig gewerp op hul ervarings en die behoefte aan die heroorweging van huidige praktyke rondom onderrig en leer, taal, toelating, her-toelating, finansiële ondersteuning, tutor- and mentorskap en sosiale lewe, spesifiek in koshuise, beklemtoon.
FIRLT Committee
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Forrest, Denise Brynhild. "Investigating the logics secondary mathematics teachers employ when creating verbal messages for students an instance for bridging communication theory into mathematics education /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1127218988.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains [214] p.; also includes graphics. Includes bibliographical references. Available online via OhioLINK's ETD Center
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Bell, Dianne Marie. "Bridging the Proficiency Gap: A Study of the Information and Communication Technology (ICT) Literacy of Nontraditional College Students in Accelerated Learning (AL) Programs." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/348.
Full textAbstract:
In order to complete degrees faster, many nontraditional students enroll in Accelerated Learning (AL) programs where they often use communication software or devices, also called information communication technology (ICT). ICT literacy is the ability to use ICT appropriately to solve information problems. Gaps in ICT literacy can frustrate nontraditional students and distract them from learning course content. Due to AL programs` fast pace, there is little opportunity for students and educators to discover and fill ICT literacy gaps.
Millions of nontraditional students enroll in programs designed for traditional students. Identifying ICT literacy gaps for students can help educators address specific academic needs. Identifying and bridging ICT literacy gaps is essential in preparing all students to succeed in the information age. While the mission of the National Higher Education ICT Initiative includes addressing the ICT literacy gaps of both traditional and nontraditional students, little effort or
research exists to date, which examines the ICT literacy gap of nontraditional students. This lack of research makes it more difficult for institutions to recognize the issue of nontraditional students` ICT literacy gaps. This lack of research also makes it more difficult for institutions to address effectively these ICT literacy gaps.
The goal of this research was to compare the ICT literacy gaps of traditionally aged students in traditional programs to the ICT literacy gaps of nontraditional students in AL programs and to help determine if nontraditional students in AL programs have unique ICT literacy gaps that warrant identification and remediation. This study expands the body of knowledge concerning ICT literacy gaps of nontraditional students in AL programs.
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Edwards, Mark Macdougall. "Improving education through dialogue and oral tradition : bridging colonization and cultural difference between Okanagan students, parents, community and non-Aboriginal school leaders." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30861.
Full textAbstract:
This study is a response to the inadequacy of education processes and outcomes for
Aboriginal students, and particularly Okanagan students. It builds on the premise that the
failure of mainstream Canadian schools to meet the educational needs of Okanagan students
is a consequence of the distance between schools and community created by colonization and
cultural difference.
This study proposed to find ways to bridge this distance. It takes its initial insight
from a process in which Okanagan students, families, and Elders successfully connected with
non-Aboriginal educators. From this process emerged the recognition of the importance of
understanding, relationships, and communication processes for bridging distance. This
historic process further induced the development of a theory based upon conceptions of
dialogue—Gadamer (2002), Buber (1970), and Freire (2000)—and Aboriginal oral
traditions—as theorized by Archibald (1997), Sterling (1997), Lightning (1992), Armstrong
(1996), and Hart (1997). The study's purposes were two-fold: use a dialogic process to
determine how to improve understanding, relationship, and communication between
Okanagan students, families, community and non-Aboriginal school leaders; and enact and
test the induced theory by implementing it as research method.
Thirty-five volunteers, including Okanagan students, parents, educators, Aboriginal
educators, and non-Aboriginal educators, participated in two interview-conversations
followed by conversations for feedback on representations of their meanings in subsequent
study drafts. The study enabled remarkable conversations and a concomitant growth of
understanding and relationships. The enacted theory worked, and was augmented by
significant discoveries regarding shared emancipatory purpose and participant agency
resulting in the revised PURC-A framework. Participants' perspectives on improving
understanding, relationships, and communication processes included deeper understanding of
Okanagan culture, history, and tradition, greater knowledge of the situations of Okanagan
students and families, and commitment to the self-work necessary to become aware of the
prejudices that constitute one's consciousness. Respect and trust were found essential. Many
suggestions for improving the education of Okanagan students emerged.
With courage, sincerity, and passion, participants in this study make public silenced
criticisms, perspectives, and dreams. Their voices—this study—constitute a provocative and
generative moment in the on-going transformative conversation that will improve education
for Okanagan students.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Forrest, Denise B. "Investigating the logics secondary mathematics teachers employ when creating verbal messages for students: an instance for bridging communication theory into mathematics education." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1127218988.
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Witcher, Angelica W. "Investigating Academic and Psychosocial Outcomes of First-Generation African American Postsecondary Students who completed Early College Access Programming: A Qualitative Case Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/101530.
Full textAbstract:
This qualitative bounded case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a colossal increase in the need for diversity and inclusion within postsecondary institutions. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses the effectiveness of early college access and its effects on first-generation African American students' postsecondary academic and psychosocial outcomes. Driven by critical race theory, this study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Results were analyzed using inductive coding to identify components that affect academic achievement. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout postsecondary education. In addition to positive outcomes, barriers to achieving academic success were also identified.Doctor of Philosophy
This case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a huge increase in the need for diversity and inclusion within colleges and universities. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses how early college access effects academic achievement of first-generation African American students while in college. This study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout college. In addition to positive outcomes, barriers to achieving academic success were also identified.
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Owen, Pamela M. "Bridging theory and practice : student teachers use the project approach." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233196.
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The purpose of this study was to see if student teachers could bridge the gap between what is taught in higher education courses and what they observe practiced in primary school classrooms by implementing developmentally appropriate practices through the use of the Project Approach promoted by Lilian Katz and Sylvia Chard. Issues and attitudes that developed were also reviewed.Two student teachers provided the data for this qualitative study. The case studies consisted of interviews, observations, and documentation examination. Positive attitudes toward research and theory emerged. Issues that were identified included time, writing lesson plans, lack of a model, and the student teaching triad. Despite the issues it was determined that providing a framework to implement theory assists student teachers when they attempt to implement theory. In this particular study, providing the framework of the Project Approach aided the student teachers in implementing developmentally appropriate practices.Department of Elementary Education
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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/316.
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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.
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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10586.
Full textAbstract:
A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.
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Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Heldman-Holguin, Stacy. "Former foster youth in the college setting: Bridging the gaps on the road to success." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/64.
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Less than 5% of former foster youth in America graduate with a bachelor's degree. The goal of this phenomenological research was to use student voices to identify or better understand promising practices that support the success of former foster youth. Two California State University (CSU) campuses were chosen as research sites because the California Education Code has language indicating CSUs responsibility to recruit, serve, and graduate former foster youth. Through purposeful sampling, eight students who were successfully approaching graduation were selected. The data collected through two interviews, a biographical questionnaire, and a photo review were subject to thematic identification and analysis of the use or lack of use of the types of capital outlined in the community cultural wealth theory. Five themes and the abundant and lacking types of capital were identified. Identified themes were student services and programs, mentorship, financial challenges, family dynamics, and self-determination. The participants were found to have abundant aspirational, navigational, resistance, and certain aspects of familial capital. They were found to be largely lacking in cultural, social, spiritual, linguistic, and other aspects of familial capital. Through the identification of the themes and the evaluation of capital, promising practices and next steps were identified and additional research needs brought to light.
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Walker, Brian K. "Bridging the distance how social interaction, presence, social presence, and sense of community influence student learning experiences in an online virtual environment /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1472WalkerB/umi-uncg-1472.pdf.
Full textAbstract:
Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by David F. Ayers, Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 229-256).
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Weed, Amanda J. "Bridging Advertising and Public Relations Pedagogy and Practice: A Mixed-Methods Analysis of Education Objectives and Industry Needs." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1529687320594136.
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Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.
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Lemaitre, Cheryl. "Bridging identities : gender, power, and place in academic bridging for women /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR39025.
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Thesis (Ph.D.)--York University, 2007. Graduate Programme in Women's Studies.Typescript. Includes bibliographical references. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR39025
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Grobler, Marian. "A bridging course for ESP technical students at a technikon." Thesis, 2014. http://hdl.handle.net/10210/10685.
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Ajodhia-Andrews, Amanda Devi. "Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students." Thesis, 2013. http://hdl.handle.net/1807/43528.
Full textAbstract:
Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.
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Ngozwana, Davida-Suzanne. "The validation of a selection battery for screening university bridging-course students." Diss., 2002. http://hdl.handle.net/10500/1040.
Full textAbstract:
Legal and scientific imperatives necessitate the validation of a psychometric battery before using it for the purposes of personnel selection and decision- making. The aim of this investigation is to validate a selection battery, i.e. the Ability, Processing of Information and Learning (APIL) Battery and Raven's Advanced Progressive Matrices (APM), used in selecting university bridging - course students. The empirical study is informed by a literature review focussing on the legal and scientific parameters of psychometrics within selection, the conceptualisation of intelligence and its relationship to academic performance. Hypotheses are posed regarding the predictive power of the selection battery and the effect of biographical factors on academic performance. Results indicate that the APU. Battery apd Raven's APM are both valid predictors of
academic performance, ·although the former appears more effective. This investigation emphasises the influence of moderating factors, i.e. factors other than cognitive ability, on academic performance.Industrial and Organisational Psychology
M. Adm. (Industrial and Organisational Psychology)
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(9792707), Robyn Donovan. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Thesis, 2008. https://figshare.com/articles/thesis/Towards_a_framework_to_assist_women_enrolled_in_the_WIST_bridging_program_learning_communities/13436264.
Full textAbstract:
"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 selfpaced bridging program which provides a low cost, study at home option specifically designed to accommodate womens 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." -- abstract
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Lin, Ching-Yi, and 林靜儀. "Using Bridging Books for Writing Instruction: An Action Research on Fourth-grade Elementary Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/359urc.
Full textAbstract:
碩士玄奘大學
應用外語學系碩士班
103
By adopting the action research approach, this study discusses the writing process of fourth-grade elementary students and the instructional effect of using bridging books for writing instruction. 28 fourth-grade elementary students in the author’s class were included as research subjects. For a period of twelve weeks, 24 lessons of writing instruction were undertaken. In the teaching process, the author tried to connect each writing topic of the bridging book with the life experience of the students. According to the mental and physical development as well as the learning characteristics of these fourth-grade elementary students, suitable bridging books were chosen according to the themes of course units. The teaching activity was therefore carried out to meet the need of the students. To evaluate the instructional effect of using bridging books, the data from the classroom observation records, students’ assignments, questionnaires, and parent's feedback were analyzed. The author summarized the findings as follows: 1.This study denotes how the teaching process of using bridging books for instructing writing classes in elementary schools can be conducted. The teaching philosophy, the rationale of selecting bridging books, and the design of teaching activities are also discussed. 2.The study finds that the adoption of bridging books to writing education gradually improved students’ writing perception, writing efficacy, and writing skills. 3.The bridging books as employed for the fourth-grade elementary students were helpful in improving their overall performance in writing. Finally, based on the research findings, suggestions are made for future teaching and researches.
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Alkutbi, Douaa. "Bridging the gap: a study of academic language-learning needs of Saudi international students." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/10126.
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Using quantitative and qualitative research methodologies, the current study examines Saudi students’ perspectives, coupled with EAL instructors’ views, regarding Saudi students’ English language-learning needs. Two data collection tools were used, a questionnaire and semi-structured interviews. The study (N = 172) included samples of EAL learners (n = 127) and EAL instructors (n = 45) both in Saudi Arabia and Canada, Victoria. The mismatch between the skills identified as important and areas identified as needing support by the learners, in addition to the divergence between learners’ and instructors’ perceptions, underscores the necessity of triangulation when using needs analysis to discover language-learning needs. The study delineates oral communication (i.e., being able to interact by using the language appropriately and efficiently) as a language-learning need identified by both Saudi students and their language instructors. Quantitative (skill ratings) and qualitative (responses to open-ended questions and interviews) data suggest that both students and instructors view writing as a challenging area for Saudi English-language learners. The results also indicate issues that contribute to the challenges faced by Saudis in the process of learning English. Findings show the importance of educational background and cultural differences in the students’ language development. Responses report that reading is devalued in the Saudi educational system and Saudi culture in general. Hence, both Saudi students and instructors in Canada pinpointed reading as an area needing support. Based on the key findings, it is evident that the language-learning needs of Saudi students are shaped according to the requirements of their immediate study context and their prospective goals.
The study contributes crucial findings about participants’ perceptions of the importance of skills and their assessment of skills status in Saudi Arabia and Canada. In addition to the implications for English language learning in Saudi Arabia, these findings can be informative for educational institutions and practitioners in the English-speaking world. Most importantly, the multi-level analysis confirms that language learning needs are context-specific.Graduate
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CHEN, YI-HSIN, and 陳意欣. "The Effect of Instructing Bridging Books with DRTA Strategy on Third Grade Students’ Inferential Comprehension Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/29c8q3.
Full textAbstract:
碩士國立臺中教育大學
區域與社會發展學系國民小學教師在職進修教學碩士學位班
104
The purpose of this study was to examine the effect of instructing bridging books with DRTA strategy on third grade students’ inferential comprehension ability. The study used action research to take 25 third grad students of Hsing-Hsing elementary school in the coastal area of Taichung City as the subject to execute a seven-week DRTA reading strategy teaching; a pretest-posttest tool “Inferential comprehension test” prepared by researcher. Data collected were taken to examine paired- samples t-test with predicting sheet, worksheet for inferential comprehension, teaching note, student feedback form and interview record to analyze students’ inferential skills so as to write conclusions for the study. The results are summarized as follows: 1. DRTA reading strategy is appropriate use of instructing reading for third grade students. 2. DRTA reading strategy enhances the inferential comprehension of third grade students. 3. The students hold positive feedback toward the teaching activities of DRTA reading strategy. 4. Directing students to read with DRTA strategy support researcher self-review and revise teaching design. Finally, suggestions for teachers and further researchers are provided based on the research findings of this study.
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Chen, Su-juan, and 陳素娟. "Bridging the Gap Between Reading and Writing in English Writing Instruction for Senior High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/57450442847094853395.
Full textAbstract:
碩士國立高雄師範大學
英語學系
91
This study investigated the effects of the reading-writing connection program (RWCP) on English writing of the students in senior high school. Specifically, the students'' writing performance before and after the RWCP was compared. In addition, the student responses to English reading, English writing, English reading-and-writing connection, the reading selections and the group discussions are analyzed and investigated. The subjects in the study included 69 twelfth-grade students in senior high school in Kaohsiung. A twelve-week study was conducted in the RWCP. All the subjects had to read a relevant essay before they began writing. After the group discussions about the reading selection and the written topic, the students proceeded their individual writing. In data collection, the students'' writing performance and the student responses to the RWCP are analyzed quantitatively and qualitatively. Based on the data analyses, the findings of the study are summarized as follows: 1. The RWCP helped the students improve their writing performance in content, organization, vocabulary, and mechanics, but they did not significantly improve their writing performance in language use. 2. The rhetoric devices affected the students'' writing performance. Specifically, the expository writing was the easiest device for the students, while the argumentative writing was the most difficult rhetoric device for the students. 3. The rhetoric devices affected the students'' writing performance in content,organization, vocabulary, language use, and mechanics. The students had a better performance in the descriptive device and in the expository device in terms of content, organization, vocabulary, language use, and mechanics. But the students performed poorly in the argumentative rhetoric device. 4. There is a significant difference in English reading and English writing of the students between the pretest and the post-test. But there is no significant difference in English reading-and-writing connection between the pretest and the post-test in the project. 5. Most of the students enjoyed the reading selections in the RWCP. Specifically, they preferred the narrative and descriptive reading selections: A Feline Felon and The Day I Missed the Bus, which are related to their daily life experience. 6. The group discussions helped the students interpret the texts, generate more ideas for writing, and collect the relevant information. On the basis of the study findings, the researcher suggests that EFL teachers improve their students'' writing proficiency with reading selections. In addition, the teachers should pay attention to the students'' strengths and weaknesses in writing. What''s more, they should offer proper reading selections for the students before writing. Finally, they should make good use of the group discussions in the RWCP to create a meaningful and pleasant writing environment. In this way, their students can bridge the gap between reading and writing and they can apply model expressions or rhetoric devices of reading selections in their writing.
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Stumke, Olive. "Bridging the expectation gap of IT competencies between accountancy trainees, SAICA and employers / Olive Stumke." Thesis, 2014. http://hdl.handle.net/10394/14770.
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The aim of this research was to identify where the expectation gap of IT competencies lies, between accountancy trainees, SAICA and employers. Existing findings and empirical research findings from this study were compared to the prescribed competencies of the professional body, SAICA, to identify where the gap lies and to suggest possible action plans to overcome it. The findings of this study suggest that the availability of technology and IT at schools is limited. Employers identified an overall expectation gap where trainees are not able to apply the basic IT competencies that should have been acquired at university to the practical working environment. The data collected also identified that IT competencies are not being taught at the same level at different universities through the different responses of students, lecturers and trainees, which leads to inconsistent exposure of accountancy trainees to IT prior to their traineeship. As IT competencies have a significant impact on the every-day working life of such a trainee, employers and SAICA expect that students would have obtained basic IT competencies before the start of their traineeship.MCom (Accountancy)--North-West University, Vaal Triangle Campus, 2015
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Wang, Yi-zhen, and 王奕臻. "An action research for the third grade students' reading comprehension and reading motivation by sharing "bridging books"." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/94201910114035885510.
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碩士國立中正大學
教育學研究所
100
This study aimed to explore sharing "bridging books" action research, to enhance the effectiveness of reading comprehension and reading motivation for the third grade students in public elementary schoolin Chiayi County. Two intact classes were involved. The students in experimental class read 15 "bridging books" with the researcher during tutor time every Wednesday for one semester; The control class, at the same time adminstered a particular intensive reading without interactive, “bridging books” sharing activities. Three pretests were administered before implementing the reading comprehension action research: A word recognition test, a reading comprehension test, and a reading motivation test. “Bridging books” used in this study were selected based on the availability of school library and the match with students’ word recognition abilities. This study also included several comprehension strategies based on text analysis. The same pretests were administered again at the end of the program. The following conclusions were drawn: Adopting "bridging books" in reading class has no significant effects on students’ reading comprehension. This program has a positive effect on students' reading motivation and behavior. It also increase the amount of reading of the experimental students. Action research appears to improve teacher’s professional development.We suggest that emphasize the balance between "quality" and "quantity" of reading instruction to enhance children's motivation of reading and use “bridging books” as a scaffolding to help children have a better transition from reading picture books to texts.
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Greene, Thomas Gardner. "Bridging the great divide: exploring the relationship between student engagement and educational outcomes for African American and Hispanic community college students in the State of Florida." Thesis, 2005. http://hdl.handle.net/2152/2432.
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Vos, Matthew S. "Bridging thought communities implications of membership in degree-completion program groups for the self-concepts of adult students /." 2003. http://etd.utk.edu/2003/VosMatthew.pdf.
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Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003.Title from title page screen (viewed Mar. 24, 2004). Thesis advisor: Suzanne Kurth. Document formatted into pages (x, 159 p.). Vita. Includes bibliographical references (p. 136-146).
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Esdaille, Elroy Alister. "The Notion of Song, Identities, Discourses, and Power: Bridging Songs with Literary Texts to Enhance Students’ Interpretative Skills." Thesis, 2020. https://doi.org/10.7916/d8-39kn-9s34.
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Sometimes students struggle to interpret literary texts because some of these texts do not lend themselves to the deduction of the interpretative processes with which they are familiar, but the same is not true when students pull interpretations from songs. Is it possible that students’ familiarity with songs might enable them to connect a song with a book and aid interpretation that way? This study attempted to explore the possibility of bridging songs to literary texts in my Community College English classroom, to ascertain if or how the use of song can support or extend students’ interpretive strategies across different types of texts. I investigated how songs might work as a bridge to other texts, like novels, and, if the students use songs as texts, to what extent do the students develop and hone their interpretative skills? Because of this, how might including songs as texts in English writing or English Literature curriculum contribute to the enhancement of students’ writing? The students’ responses disclosed that the songs appealed to their cognition and memories and helped them to interpret and write about the novels they read. Moreover, the students’ responses revealed that pairing or matching songs with novels strengthened interpretation of the book in a plethora of ways, such as meta-message deduction, applying contexts, applying comparisons, and examining thematic correlations. When a novel is bridged or paired with a song, interpretation can also be derived by examining different perspectives, characterizations, personal connections, and life experiences. Exploring emotional connections as well as signs and symbolism can also enable interpretation. Another way to deduce interpretation, according to the students, is to locate a reoccurring issue or thread in a song and transfer the analysis from the song to the novel. However, although a few students might not use songs to interpret literary texts, they might still be able to recognize that the possibility exists to grasp meaning that way.