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Journal articles on the topic 'Bridging students'

Author: Grafiati

Published: 19 February 2023

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1

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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Ustav, Sirje, and Urve Venesaar. "Bridging metacompetencies and entrepreneurship education." Education + Training 60, no. 7/8 (August 23, 2018): 674–95. http://dx.doi.org/10.1108/et-08-2017-0117.

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PurposeThe purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students’ expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education.Design/methodology/approachThe empirical study is based on qualitative data retrieved from students’ reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity.FindingsDifferent degrees of appearance of students’ metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students’ metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship.Practical implicationsPractical implications are connected with the entrepreneurship course design, supporting the development of students’ metacompetencies and self-awareness.Social implicationsSocial implications bring learners’ physical participation in the courses into the spotlight, influencing students’ attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change.Originality/valueThis paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students’ awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship.

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Schroeder, Charles C., John K. DiTiberio, and David H. Kalsbeek. "Bridging the Gap between Faculty and Students." NASPA Journal 26, no. 1 (July 1, 1988): 14–20. http://dx.doi.org/10.1080/00220973.1988.11072073.

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Corti, Paola, Federica Brambilla, and Susanna Sancassani. "Bridging Students’ Soft Skills Gaps with MOOCs." International Journal for e-Learning Security 4, no. 2 (September 1, 2014): 382–84. http://dx.doi.org/10.20533/ijels.2046.4568.2014.0049.

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Sugiono, Sugiono, Andrew Skourdoumbis, and Trevor Gale. "Bridging homes and classrooms: advancing students’ capabilities." Teaching Education 29, no. 1 (July 19, 2017): 17–32. http://dx.doi.org/10.1080/10476210.2017.1346602.

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Patel, Lopa, Mohamed Mohamed, and Dhawal Patel. "Medical students: opening doors and bridging gaps." Clinical Teacher 11, no. 7 (November 24, 2014): 557–58. http://dx.doi.org/10.1111/tct.12184.

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Uffindell, James. "Bridging the gap between employers and students." Strategic HR Review 16, no. 5 (October 9, 2017): 203–6. http://dx.doi.org/10.1108/shr-07-2017-0042.

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Purpose The paper explores how to bridge the gap between graduates/students and employers. Design/methodology/approach Industry experience “What do the brightest graduates want?”, Bright Network Research Report 2017/18. Findings A concerning divide between what students believe employers are looking for in employees and what employers are actually looking for. Need for better communication between graduate employers and graduates. Originality/value With the job market rapidly changing and a growing disconnect between employers and graduates, this paper looks at how employers can better engage with graduates to bridge this gap and attract and retain bright recruits.

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AL-Dossary, Reem Nassar, Sherien Ragab Abdelsamed Dorgham, and Jestoni Dulva Maniago. "Perceptions of Clinical Decision-Making Skills among Saudi Nursing Students: A Comparative Study." Journal of Health and Allied Sciences NU 09, no. 03 (July 2019): 091–97. http://dx.doi.org/10.1055/s-0039-3400662.

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Abstract Introduction As complexities in healthcare and medical technology increase, nursing students and newly graduated nurses may often feel less confident and have fewer skills in decision-making than experienced nurses. Objective The main purpose of this article is to explore nurses’ perceptions of their clinical decision-making skills. Materials and Methods A comparative, cross-sectional design was used to conduct a study at a college of nursing in the Eastern Province of Saudi Arabia. The sample consisted of students (n = 139) enrolled in bridging (n = 72) and undergraduate (basic; n = 67) programs. Results Highly statistically significant differences were revealed between students in the bridging program and those in the undergraduate program. Those in the bridging program showed higher mean and median values than did undergraduate students, demonstrating better decision-making skills. Conclusion Students in the bridging program have better decision-making skills compared with students in the baccalaureate program.

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Jung, Hyunyi, Megan H. Wickstrom, and Chris Piasecki. "Bridging Modeling and Environmental Issues." Mathematics Teacher: Learning and Teaching PK-12 114, no. 11 (November 2021): 845–52. http://dx.doi.org/10.5951/mtlt.2020.0369.

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The Great Pacific Garbage Patch activity involves an urgent environmental issue that students can discuss. It engages students in the interpretation of visual data, measurements, units, and the area of regular and irregular figures.

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Liu, Wei-Yu. "A study on the bridge of music intelligence to Chinese comprehension." Advances in Social Sciences Research Journal 7, no. 1 (January 22, 2020): 230–35. http://dx.doi.org/10.14738/assrj.71.7643.

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This study aims to use the theory of multiple intelligences to explore the strategies of music intelligence bridging Chinese comprehension and their impacts on students’ learning. An action research was conducted since the purposes of this study are both to test multiple intelligences theory and to improve Chinese teaching. Several models and approaches have been developed to apply multiple intelligences theory into practice in K-8 classrooms. Baum et al (2005) identified five pathways to apply multiple intelligences theory in the elementary classroom; they are Explorations, Building on Strengths, Understanding, Authentic Problems, and Talent Development. While Viens and Kallenbach (2004) labeled the first fourth as MI Reflections, Bridging Students' Areas of Strengths to Areas of Challenge, Entry/Exit Points, and Projects. The approach of Bridging Students' Areas of Strengths to Areas of Challenge is to create a "bridge" from students' MI strengths to appropriate learning strategies, emphasizing using students' particular strengths to assist in areas of particular difficulty (Viens & Kallenbach, 2004). The models of Vocabulary-in-Song bridging Chinese reading comprehension was built and discussed. Teaching skills which must be coupled with the bridging model were discussed. The hope and limitation of Vocabulary-in-Song bridging Chinese reading comprehension were showed.

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Johnson, Haley E., Lauren Molloy Elreda, Amanda K. Kibler, and Valerie A. Futch Ehrlich. "Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics." Journal of Early Adolescence 40, no. 8 (December 23, 2019): 1087–120. http://dx.doi.org/10.1177/0272431619891238.

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Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers’ reported practices and observed interaction quality account for a small proportion of the variance in students’ bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed.

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Baker, Cynthia L. "BRIDGING THE GAP: EDUCATION TO EMPLOYMENT." HortScience 25, no. 9 (September 1990): 1126c—1126. http://dx.doi.org/10.21273/hortsci.25.9.1126c.

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With the growing emphasis on research and a continuous crunch for space, practical “lab” training available for many students is scarce or declining. Though our horticulture graduates are quite knowledgeable, their “hands-on” experience is often very limited. This places them at the bottom of the job ladder even though they have been educated for more advanced positions. It's difficult to recruit students into 4-year degree programs when starting salary is barely above that of a high school graduate. We can enhance the students marketability through experiential education by tapping the resources of the horticultural industry before they graduate. Through internships and `co-op” students get the practical training and experience they need to qualify for better paying and more challenging jobs. It's an old concept, but one that is underutilized by both students and advisors.

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Switzer, J. Matt. "Bridging the Math Gap." Mathematics Teaching in the Middle School 15, no. 7 (March 2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.

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Winsor, Matthew S. "Bridging the Language Barrier in Mathematics." Mathematics Teacher 101, no. 5 (December 2007): 372–78. http://dx.doi.org/10.5951/mt.101.5.0372.

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Teaching mathematics to English Language Learners (ELL students) has become a challenge faced by an increasing number of U.S. teachers. Between 1979 and 2004, the number of K–12 students who spoke a language other than English at home increased from 3.8 million to 9.9 million. During that same time, the number of K–12 students who had difficulty speaking English increased from 1.3 million to 2.8 million (U.S. Department of Education 2006). Even teachers who may speak a second language still face the daunting task of teaching mathematics effectively to ELL students. I was one of those teachers. From 1995 to 1999, I taught at a high school in Southern California where the student population was 56 percent Hispanic. I spoke Spanish and was hired in part to teach mathematics to ELL students. I taught my classes in English. My school had no materials for use in an ELL class with Spanish speakers, and I could not find a textbook company that offered such materials. I was also not eager to spend enormous amounts of time trying to translate mathematics texts.

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Yeh, Ellen, and Svetlana Mitric. "Bridging Activities." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 3 (July 2020): 48–66. http://dx.doi.org/10.4018/ijcallt.2020070104.

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This study applied pedagogically-focused project design by using Instagram as a platform to investigate how the use of social media such as Instagram in a multimodal digital storytelling model could bridge the skills English language learners (ELLs) learn in the classroom to out-of-school literacy practices. The study applied the five learning objectives of the bridging-activities framework to investigate to what extent ELLs achieve these objectives. There were forty-two participants (female: n= 22; male: n= 17), international arts and media students. The study collected their main Instagram posts, questionnaires were given with a five-point Likert scale and open-ended questions, and individual follow-up interviews for content analysis. A cross-tabulation was conducted to investigate the relationships between ELLs' Instagram use and how they perceive Instagram as a meaningful way of communication for professional purposes. The findings revealed pedagogical practices of using Instagram as a tool for professional purposes and how ELLs achieved the bridging-activities learning outcomes.

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Tobin, Lad. "Bridging Gaps: Analyzing Our Students' Metaphors for Composing." College Composition and Communication 40, no. 4 (December 1989): 444. http://dx.doi.org/10.2307/358243.

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Gill, Carolina, and Blaine Lilly. "Bridging design disciplines: preparing students for unpredictable challenges." J. of Design Research 7, no. 3 (2008): 220. http://dx.doi.org/10.1504/jdr.2008.024192.

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Hodzi, Obert. "Bridging the asymmetries? African students’ mobility to China." Asian Ethnicity 21, no. 4 (June 8, 2020): 566–84. http://dx.doi.org/10.1080/14631369.2020.1776097.

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Cargill, Margaret. "An Integrated Bridging Program for International Postgraduate Students." Higher Education Research & Development 15, no. 2 (January 1996): 177–88. http://dx.doi.org/10.1080/0729436960150204.

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Antoniou, Nicola, and Patrick Hassan-Morlai. "Live Client Clinics: Bridging the Gap." International Journal of Clinical Legal Education 21, no. 2 (November 5, 2014): 257. http://dx.doi.org/10.19164/ijcle.v21i2.389.

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There has been a shift in attitudes towards clinical learning as part of the student learning experience at universities. Some modern Universities in the United Kingdom now integrate practical based learning in their law degree programmes. Kingston University London offers credits to its students as part of their law degree for participating in its law clinic. The view the University of East London (UEL) adopts in preparing students for the world beyond the university is that <em>“Students do not deserve to be handed a flat-pack degree without any extras – they deserve a fully rounded education and that is what they will get if they come [to UEL].” </em>UEL’s Law Clinic is a central vehicle to achieving this aim.<div><div><p>This practice-based paper looks at the development of our Law Clinic, which is a live client clinic, how it works in practice and includes a breakdown of statistics in demographics and advice areas. We present a selection of cases as well as extracts from students and clients’ testimonials. </p><p>Drawing on the benefits from our clients and experience of our students, this paper concludes that the experience gained from working in the Law Clinic should be integrated into the academic content of the law school. We suggest that live clinics increase the quality and experience of our students’ learning.</p></div></div>

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Hodges, Thomas E., Malisa Johnson, and George J. Roy. "Bridging Informal and Formal Reasoning." Teaching Children Mathematics 23, no. 6 (February 2017): 368–75. http://dx.doi.org/10.5951/teacchilmath.23.6.0368.

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Lu, Lucia Y. "MOVIES: THE AESTHETIC INTERDISCIPLINARY DEVICE BRIDGING THE DIVERSITY GAP." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (August 22, 2015): 886–94. http://dx.doi.org/10.24297/jal.v6i1.5178.

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In the course of Exploring Social and Cultural Perspectives on Diversity, a course required for all students of education major, to enhance the teaching of the concepts of multicultural education, and the differentiation of culturally responsive strategies, the author as teacher educator and her students as teacher candidates supplement movies in this course conceptualizing pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communication in various social and cultural contexts; semiotics is the study of signs like languages, arts, music, dance, drama, films, and paralinguistics which includes the nonverbal communication signals, etc., that human created to mediate the world; and aesthetics is the artistic stance that learners take for responses to literacy experiences. The purposes of this study are multi-functional: to develop the multisensory acquisition of five literacy skills in thinking, listening, speaking, writing and reading in a pleasant and authentic discourse setting. Both students from diversity and mainstream cultures acquire natural language for social interaction. Based on research, most students from diversity need two years to develop the social language, while needing five years to obtain the academic language. The results from this research reveal that audio-visual approach in terms of movies fosters studentsâ€™ cultural awareness, expedites English as second language acquisition for social function toward academic success and globalization.

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Van den Broeck, L., T. De Laet, M. Lacante, M. Pinxten, C. Van Soom, and G. Langie. "Comparison between bridging students and traditional first-year students in engineering technology." European Journal of Engineering Education 43, no. 5 (December 18, 2017): 741–56. http://dx.doi.org/10.1080/03043797.2017.1417357.

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Yiu, Nicole, and Ibukun Oluwadara Famakin. "Comparative assessment of senior year student’s confidence in discipline-specific English bridging course." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 61–70. http://dx.doi.org/10.33495/jerr_v9i3.19.135.

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Senior year students of BSc (Hons) in Environmental and Occupational Safety and Health (EOSH) are trained to be future environmental and safety practitioners. However, they usually show relatively weak English ability when proceeding with their study in articulation degree programmes. Their ability to communicate fluently in English is pivotal to the advancement of their career, particularly for numerous international opportunities. All the EOSH students are Chinese and are expected to communicate in English at work, which indicates the importance of English proficiency. Therefore, a trial course perfectly tailored to meet the professional needs of senior year students with job-related examples was developed to improve their confidence level in communication, particularly the syntax, semantics and lexis of English language. The intended objectives were assessed by reviewing students’ performance and feedback. A pre-test and a post-test were conducted to ascertain the English language proficiencies of the students before and after the English bridging course respectively. Further, a pre-designed questionnaire survey was distributed to the senior year students before and after the English bridging course to collect information about their confidence level with four identified areas, including overall language proficiency, specific writing skills, specific listening skills and specific speaking skills. The results showed that the confidence level of senior year students was low before the English bridging course, while the confidence level was moderate after the English bridging course. There was also significant improvement in their confidence level after the English course for all the identified areas. The results suggest that an English bridging course should be conducted in English by native speakers and supplemented with Cantonese from non-native speakers to enhance the understanding and confidence level of the senior year students.

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Hairston, Stephanie, Charles Harter, and Britton McKay. "Bridging The CPA Exam Gap: Do Internships Matter?" American Journal of Business Education (AJBE) 13, no. 1 (January 1, 2020): 9–18. http://dx.doi.org/10.19030/ajbe.v13i1.10326.

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In this paper we consider whether experience gained on the job through an internship results in knowledge that can help with passing the CPA exam. It would seem that a candidate for the CPA exam would be better prepared if they had the combination of education and practical experience. We examine the CPA exam performance of 72 graduate students that completed a public accounting internship prior to sitting for the CPA exam compared to 98 graduate students that did not complete an internship in public accounting. Our analysis indicates that on average students completing internships score higher on all parts of the CPA exam. In addition, on average, students completing internships had a higher overall pass rate for each section of the exam, with the pass rate for the Regulation (REG) section being significantly higher for students that have completed internships; we also find that on average students with internships pass 2 sections of the exam prior to graduation as compared to 1.69 for students that have not completed internships.

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McNamara, Danielle S., Tenaha P. O'Reilly, Rachel M. Best, and Yasuhiro Ozuru. "Improving Adolescent Students' Reading Comprehension with Istart." Journal of Educational Computing Research 34, no. 2 (March 2006): 147–71. http://dx.doi.org/10.2190/1ru5-hdtj-a5c8-jvwe.

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This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehension for bridging–inference questions. Thus, students benefitted from training regardless of their prior knowledge of strategies, but these benefits translated into different comprehension gains.

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Kim, Kyung-Sun, EunYoung Yoo-Lee, and Nahyun Kwon. "Bridging Gaps in College Students' Source Perception and Use." Journal of the Korean Society for information Management 30, no. 3 (September 30, 2013): 7–21. http://dx.doi.org/10.3743/kosim.2013.30.3.007.

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Kapadia, Sharan. "Academic representation and students as partners: Bridging the gap." International Journal for Students as Partners 5, no. 2 (November 17, 2021): 169–73. http://dx.doi.org/10.15173/ijsap.v5i2.4461.

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Bowman, Judith. "Bridging the Gap: Preparing Students for College Music Theory." Music Educators Journal 73, no. 8 (April 1987): 49–53. http://dx.doi.org/10.2307/3400244.

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Freeman, Louella, and Sandra Bochner. "Bridging the gap: Improving literacy outcomes for Indigenous students." Australasian Journal of Early Childhood 33, no. 4 (December 2008): 9–16. http://dx.doi.org/10.1177/183693910803300403.

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Mitchell, Ian J., and Eddy J. de Jong. "Bridging Courses in Chemistry and Physics for Engineering Students." Higher Education Research & Development 13, no. 2 (January 1994): 167–78. http://dx.doi.org/10.1080/0729436940130207.

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Diamond, Elena, Michael J. Furlong, and Matthew Quirk. "Academically Resilient Latino Elementary Students Bridging the Achievement Gap." Contemporary School Psychology 20, no. 2 (March 17, 2016): 160–69. http://dx.doi.org/10.1007/s40688-016-0088-8.

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Duranczyk, Irene, and Elena Pishcherskaia. "Bridging Countries and Cultures through Accessible Global Collaborations." Education Sciences 8, no. 4 (November 14, 2018): 199. http://dx.doi.org/10.3390/educsci8040199.

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This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students’ vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.

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Lonnert, Lia. "Bridging the gap: Harp teachers on teaching orchestral playing." International Journal of Music Education 37, no. 2 (March 5, 2019): 210–25. http://dx.doi.org/10.1177/0255761419832400.

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Although orchestral playing is a dominant practice within Western classical music, and one that many students participate in from a young age, some students do not have adequate opportunities to participate. Since harp students often come to orchestral playing later than other instrumentalists, harp teachers are concerned with enabling their students to learn orchestral playing in a relatively short time. For this study, six orchestral harpists who are also teachers were interviewed. The findings show that harp teachers intentionally taught orchestral playing during one-to-one lessons, aiming to prepare their students to continue learning within the orchestral context. They aimed to bridge the gap between lessons and practice, methodically preparing them musically, technically, practically and emotionally for the complex orchestral environment. While students of other instruments might acquire this complex knowledge from extended orchestral experience, student harpists must learn it in a relatively short time. These harp teachers’ descriptions of their teaching practice shed light on how orchestral playing is learned by all instrumentalists.

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Beasley, Jennifer G., Christine Briggs, and Leighann Pennington. "Bridging the Gap 10 Years Later." Gifted Child Today 40, no. 1 (January 2017): 48–58. http://dx.doi.org/10.1177/1076217516675902.

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The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.

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Børsen, Tom. "Bridging Critical Constructivism and Postphenomenology at Techno-Anthropology." Techné: Research in Philosophy and Technology 24, no. 1 (2020): 218–46. http://dx.doi.org/10.5840/techne2020320122.

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Both postphenomenology and critical constructivism are central paradigms used as philosophies and theoretical resources at the Master’s program in Techno-Anthropology at Aalborg University. In the fall of 2018 a didactical experiment was set up as Techno-Anthropology Master’s students were introduced to postphenomenology and critical constructivism and asked to compare these two theoretical positions. This comparative assignment and following class discussions between students, a guest lecturer and teachers is the point of departure for this paper. First, the paper introduces Techno-Anthropology with a special focus on the roles of postphenomenology and critical constructivism in the Master’s program. The next part of the paper zooms in on how these two philosophical positions were presented to the students. The third part analyzes students’ comparisons of postphenomenology and critical constructivism. On that basis, the author identifies similarities and differences between the two positions and discusses how the two positions can complement each other in a unified Techno-Anthropological research strategy.

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Shatto, Bobbi, and Kelly Erwin. "Teaching Millennials and Generation Z: Bridging the Generational Divide." Creative Nursing 23, no. 1 (2017): 24–28. http://dx.doi.org/10.1891/1078-4535.23.1.24.

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Most undergraduate students today are part of the millennial generation. However, the next wave of students—Generation Z—are just beginning to enter universities. Although these groups share many similarities, they each have unique characteristics that create challenges in the classroom. Incorporating technology, engaging students with adaptive learning activities, and understanding basic generational differences are ways to limit the effects of generational conflict while keeping both millennials and Generation Z students engaged in learning. It is important to understand basic differences and distinctions across generations for developing pedagogy that reaches these unique student populations.

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Clements, K., R. L. Garrie, S. H. Houser, E. S. Berner, and A. D. Dorsey. "Bridging the Gap." Applied Clinical Informatics 06, no. 02 (2015): 211–23. http://dx.doi.org/10.4338/aci-2014-09-ra-0083.

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SummaryBackground: Health Information Management (HIM) and Health Informatics (HI) were very separate professions when they were first formed. However, with the increasing adoption of electronic health records, the interests of the two fields have become more aligned.Objectives: To describe the evolution of a joint master’s program in health informatics(HI) and health information management (HIM)Methods: After analyzing workforce needs, and reviewing both CAHIIM accreditation requirements and existing curricular offerings in separate programs in HIM and HI, a joint program was developed.Results: An HI master’s program with a core curriculum for all students and tracks in Data Analytics, User Experience and Advanced Practice HIM was developed. A model for a comprehensive examination, based on the CAHIIM competencies, to be administered prior to and after the core curriculum was also developed.Conclusions: A core and track curriculum that incorporates HIM education as part of the Master of Science of Health Informatics provides a feasible roadmap for the future as HIM and HI become more closely aligned.Citation: Dorsey AD, Clements K, Garrie RL, Houser SH, Berner ES. Bridging the gap – a collaborative ppproach to health information management and informatics education. Appl Clin Inf 2015; 6: 211–223http://dx.doi.org/10.4338/ACI-2014-09-RA-0083

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Lamanauskas, Vincentas. "BRIDGING COURSES FOR MATHEMATICS AND SCIENCE PRE-SERVICE TEACHERS: INTERNATIONAL PROJECT “BRIDGE2TEACH”." Natural Science Education in a Comprehensive School (NSECS) 26, no. 1 (November 15, 2020): 4–13. http://dx.doi.org/10.48127/gu/20.26.04.

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Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic. Keywords: bridging course, international project, mathematics course, science course, science education.

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Campopiano, Giovanna, Tommaso Minola, and Ruggero Sainaghi. "Students climbing the entrepreneurial ladder." International Journal of Contemporary Hospitality Management 28, no. 6 (June 13, 2016): 1115–36. http://dx.doi.org/10.1108/ijchm-05-2014-0236.

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Purpose This paper aims to address the research question of whether family social capital affects the degree of engagement in the entrepreneurial process in the case of hospitality and tourism (H&T) new ventures, and how this relates to environment-related motivations. In particular, drawing on a process-based approach of individuals’ engagement in entrepreneurship, this paper provides new insights into the relationship between the perception of support by the family through the provision of bonding and bridging social capital and the decision to engage in the entrepreneurial process. The main contribution consists in the role of “following an environmental mission” that emerges as a motivation mediating the relationship between family resource provision and entrepreneurial engagement in the H&T industry. Design/methodology/approach For this exploratory study, we rely on cross-sectional observations from 2,923 individuals gathered through the Global University Entrepreneurial Spirit Students Survey, which collects information on career choices and preferences of university students around the globe. Given our focus on the early engagement process in entrepreneurship and the role of embeddedness in family structures, the use of a sample of young potential entrepreneurs such as students is particularly appropriate. Findings This study suggests that the family acts as a fundamental institution fostering entrepreneurship, both through the provision of bonding and bridging social capital, and the nurturing of attitudes toward the environment. The results indicate that, in the H&T industry, entrepreneurship can be a valuable means to pursue such attitude and is perceived as a way to proactively contribute to undertake responsible environmental activities. Research limitations/implications The study provides some implications for researchers, educators and policymakers interested in fostering entrepreneurial initiatives in the field, considering the role of a social-oriented mission as a vehicle to encourage profit-oriented entrepreneurial initiatives, and the importance of the family as a resource provider that fosters entrepreneurial engagement. The paper also discusses the strengths and limitations of this unique and broad cross-national sample. Originality/value Becoming entrepreneurs is depicted as climbing an entrepreneurial “ladder”, whereby each individual’s engagement along this process depends on a number of antecedents. Family bridging and bonding social capital, as well as following an environmental mission, emerge as important factors in the H&T industry, thus extending previous literature on the distinctiveness of this industry.

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Karikari, Thomas K., Nat Ato Yawson, and Aaron Opoku Amankwaa. "Bridging the gap: Introducing neuroscience to Ghana." Biochemist 37, no. 1 (February 1, 2015): 46–47. http://dx.doi.org/10.1042/bio03701046.

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