Relevant bibliographies by topics / Higher Students Student Deutschland

Contents

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

Academic literature on the topic 'Higher Students Student Deutschland'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Higher Students Student Deutschland.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Higher Students Student Deutschland"

1

Müller, Lars. "Zum Zusammenhang von Studienabbruch und Migrationshintergrund: die Rolle von schulischer Leistung und Lern-Engagement im Studium." ZeHf – Zeitschrift für empirische Hochschulforschung 2, no. 2-2018 (December 10, 2018): 97–119. http://dx.doi.org/10.3224/zefh.v2i2.02.

Full text
Abstract:
Der Beitrag untersucht anhand der KOAB-Daten (n=2,617) die Ursachen für den erhöhten Studienabbruch von Personen mit Migrationshintergrund in Deutschland. Schulische Leistungen und studentisches Lern-Engagement werden als mögliche Erklärungen analysiert. Neben der Schulabschlussnote leistet die Interaktion mit Lehrenden einen Beitrag zur Aufklärung des Zusammenhangs von Studienabbruch und Migrationshintergrund. Der Zusammenhang kann jedoch nicht vollständig erklärt werden, sondern bleibt signifikant.
APA, Harvard, Vancouver, ISO, and other styles
2

Müller, Lars. "Zum Zusammenhang von Studienabbruch und Migrationshintergrund: die Rolle von schulischer Leistung und Lern-Engagement im Studium." ZeHf – Zeitschrift für empirische Hochschulforschung 2, no. 2-2018 (December 10, 2018): 97–119. http://dx.doi.org/10.3224/zehf.v2i2.02.

Full text
Abstract:
Der Beitrag untersucht anhand der KOAB-Daten (n=2,617) die Ursachen für den erhöhten Studienabbruch von Personen mit Migrationshintergrund in Deutschland. Schulische Leistungen und studentisches Lern-Engagement werden als mögliche Erklärungen analysiert. Neben der Schulabschlussnote leistet die Interaktion mit Lehrenden einen Beitrag zur Aufklärung des Zusammenhangs von Studienabbruch und Migrationshintergrund. Der Zusammenhang kann jedoch nicht vollständig erklärt werden, sondern bleibt signifikant.
APA, Harvard, Vancouver, ISO, and other styles
3

Gargoum, Ali S. "Determinants of Student Satisfaction in Higher Education." International Journal of Customer Relationship Marketing and Management 10, no. 4 (October 2019): 15–24. http://dx.doi.org/10.4018/ijcrmm.2019100102.

Full text
Abstract:
Promoting and measuring student satisfaction and happiness is a primary focus of the United Arab Emirates University (UAEU) during the last few years. The aim of this research is to introduce and test a conceptual model of students' satisfaction in the (UAEU). A survey instrument designed and used for this purpose. Data (n = 498) were gathered on students from nine colleges of the UAEU. Exploratory and confirmatory factor analyses were implemented using structural equation modelling to test the proposed research model and hypothesis, which were based on a modified Parasuraman's SERVQUAL measurement tool. The results indicated that quality (service/ program) has significant impact on students' satisfaction and consequently on their happiness. Correlations between the quality constructs and the students' satisfaction were statistically significant. The study has shown that program quality, in terms of the university reputation, has the most influence, among quality constructs, towards confirming students' satisfaction. Moreover, results indicated, in general, that UAEU was successful in gaining student's satisfaction. These findings should encourage the academic authorities to support service and program quality more, in order to enhance students' satisfaction and ensure their happiness.
APA, Harvard, Vancouver, ISO, and other styles
4

Johnson, Rachel Sherman. "Fostering International Student Success in Higher Education." Journal of International Students 5, no. 3 (July 1, 2015): 313–14. http://dx.doi.org/10.32674/jis.v5i3.425.

Full text
Abstract:
As the number of international students enrolling in English-dominant higher education continues to rise, this timely book offers university faculty and staff members useful suggestions for responding effectively to the unique needs and challenges of this growing student population. At the same time, though the primary focus is on course design and classroom practice, the book also advocates for international students, noting that they are intellectual, cultural, and linguistic assets to their universities. Shapiro, Farrelly, and Tomaš, all veteran teachers with many years of experience working directly with international students, present a holistic framework for how to support international students’ academic development and their integration into the broader campus community.
APA, Harvard, Vancouver, ISO, and other styles
5

Johnson, William R., and Sarah Turner. "Faculty without Students: Resource Allocation in Higher Education." Journal of Economic Perspectives 23, no. 2 (April 1, 2009): 169–89. http://dx.doi.org/10.1257/jep.23.2.169.

Full text
Abstract:
Colleges and universities display substantial differences in the ratio of students to faculty across fields or disciplines. At Harvard University, for example, economics has about 16 students majoring in the subject per full-time-teaching equivalent, while in other departments such as astronomy, Slavic, German, and Celtic, the number of teaching faculty exceeds the number of student majors. We begin by presenting some evidence on the extent of the variation in faculty resource allocation by field and the broad changes over the last several decades. We then consider potential economic explanations for these striking patterns. For example, a basic education production function, which seeks to maximize aggregate student learning subject to a faculty salary budget constraint, will require that faculty be allocated across fields so that relative marginal gains in student learning equal relative faculty salaries. Differences across fields in student–faculty ratios could then arise either from differences in the pedagogical technology across fields or variation in relative faculty salaries. Additional university goals, such as research and graduate program productivity, or adjustment costs, as imposed by the tenure system, could also generate variation across fields in student–faculty ratios. However, we have only limited evidence that these arguments can explain the ongoing disparities in student–faculty ratios across fields and disciplines, which suggests that a substantial part of the explanation may reside in the politics rather than the economics of decision making in institutions of higher education.
APA, Harvard, Vancouver, ISO, and other styles
6

Hines, Andy. "Emerging student needs disrupting higher education." On the Horizon 25, no. 3 (August 14, 2017): 197–208. http://dx.doi.org/10.1108/oth-02-2017-0010.

Full text
Abstract:
Purpose A research project exploring emerging student needs identified two potentially disruptive shifts for the future of higher education: a shift in balance of power from institutions toward the students and a shift in the purpose of higher education away from job preparation. The research suggests that current drivers are eventually moving toward these shifts but that several “accelerators” may hasten their arrival. The paper aims to describe the process for identifying the emerging needs, the potentially disruptive shifts and key implications for higher education. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to identify the emerging needs, the disruptive shifts and their implications. Findings Emerging student needs suggest two potential disruptive shifts for higher education: shift in balance of power from institutions toward the students and shift in the purpose of higher education away from job preparation. Practical implications Current institutions of higher education may need to reconsider their purpose, mission and value proposition in light of these disruptive shifts. Social implications Beyond just higher education, there is a need for a larger society-wide dialogue about the emerging future and how to best prepare students for it. Originality/value This extensive research carried out from the student perspective suggests disruptive shifts ahead relating to the purpose and future of higher education.
APA, Harvard, Vancouver, ISO, and other styles
7

Heffernan, Troy, Stephen Wilkins, and Muhammad Mohsin Butt. "Transnational higher education." International Journal of Educational Management 32, no. 2 (March 12, 2018): 227–40. http://dx.doi.org/10.1108/ijem-05-2017-0122.

Full text
Abstract:
Purpose The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications The findings suggest that student relationship management strategies should focus on strengthening the higher education institution’s reputation, and increasing the students’ trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.
APA, Harvard, Vancouver, ISO, and other styles
8

Eng, Tang Howe, Alif Faisal Ibrahim, and Noor Emma Shamsuddin. "Students’ Perception: Student Feedback Online (SuFO) in Higher Education." Procedia - Social and Behavioral Sciences 167 (January 2015): 109–16. http://dx.doi.org/10.1016/j.sbspro.2014.12.651.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ballo, Anduena, Charles Mathies, and Leasa Weimer. "Applying Student Development Theories: Enhancing International Student Academic Success and Integration." Journal of Comparative & International Higher Education 11, Winter (December 29, 2019): 18–24. http://dx.doi.org/10.32674/jcihe.v11iwinter.1092.

Full text
Abstract:
Student development theories (SDT) focus on the growth and change occurring in students while attending higher education. In this article, we propose that the application of student development theories supports holistic development in international students and helps us understand international students’ academic success and integration. We outline a combination of student development models, derived from SDT, and interact them with concepts from international student mobility and migration (ISM). These models, when applied to student services, may assist higher education institutions (HEIs) in designing student services for international students enhancing academic success and integration.
APA, Harvard, Vancouver, ISO, and other styles
10

Jørgensen, Harald. "Student learning in higher instrumental education: who is responsible?" British Journal of Music Education 17, no. 1 (March 2000): 67–77. http://dx.doi.org/10.1017/s0265051700000164.

Full text
Abstract:
Who is responsible for the learning outcomes for a student in higher instrumental education? The issue of students having influence and responsibility over their instrumental learning is a complex question. Based on research, this article discusses three questions. First, the relationship between teachers and students in instrumental lessons; second, the role of the students as practitioners: how independent and responsible their practice behaviour is; third, an institution's role in students' learning. Both teachers and students work in an educational institution. The institutional responsibility for students' learning is the most neglected area of students' learning generally.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Higher Students Student Deutschland"

1

Möller, Silke. "Zwischen Wissenschaft und "Burschenherrlichkeit" : studentische Sozialisation im Deutschen Kaiserreich 1871-1914 /." Stuttgart : Steiner, 2001. http://www.gbv.de/dms/bs/toc/335262325.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Strickfaden, Michael H. "The German market of private higher education financing : are the existing products suitable to satisfy students' needs? /." Marburg : Tectum-Verl, 2009. http://d-nb.info/997161213/04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.

Full text
Abstract:

The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.

Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.

Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.

APA, Harvard, Vancouver, ISO, and other styles
5

Campbell, Jean Mallory. "Redefining student success : learning from nontraditional learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ36631.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Baker, Jamie. "Relationship between student selection criteria and learner success for medical dosimetry students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3710740.

Full text
Abstract:

Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force allied health educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average, science grade point average, prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student’s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample representative of more medical dosimetry student populations and additional studies concerning the relationship of a prior history in radiation therapy and the impact on success as a medical dosimetry student. Based on the quantitative correlation analysis, allied health leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant’s undergraduate cumulative GPA and increase the weight assigned to previous degrees.

APA, Harvard, Vancouver, ISO, and other styles
7

Fitzpatrick, Julie A. "Doctoral Student Persistence in Non-Traditional Cohort Programs| Examining Educationally-Related Peer Relationships, Students' Understanding of Faculty Expectations, and Student Characteristics." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594664.

Full text
Abstract:

The purpose of this study is to examine the influence of educationally-related peer relationships, students’ understanding of faculty expectations, and student characteristics on the persistence of doctoral students in non-traditional, residential, cohort programs in educational leadership. Drawing on the concepts of academic and social integration (Tinto, 1975, 1993) and role ambiguity (Rizzo, House, & Lirtzman, 1970), this correlational, cross-sectional study used a quantitative survey instrument to examine students’ perceptions of their doctoral program experiences.

Scales were drawn from four existing instruments to measure students’ relationships with peers and students’ understanding of faculty expectations. In addition, demographic questions that are typical to persistence studies were included to measure student characteristics. Participants chose to respond to the survey either online or via postal mail. A total of 243 participants responded to the survey, yielding a 54.73% response rate.

Hierarchical logistic regression was used to answer each of the research questions. Gender, educationally-related peer relationships, and students’ understanding of faculty expectations increased the odds of persistence of doctoral students in educational leadership cohort programs. The influence of race, marital or domestic partner status, and the number of dependents varied based on the program of study that was examined. Age and employment did not influence the persistence of doctoral students. Peer relationships were recognized for being more assistive in achieving persistence than was previously understood. Therefore, the results of this study may help to refine theory on doctoral student persistence as it pertains to peer relationships. Students with a clear understanding of faculty expectations were more likely to persist than students who were uncertain about faculty expectations. This outcome was expected given the critical role that faculty play in clarifying students’ responsibilities and helping them navigate their graduate programs. Several recommendations were offered to administrators to assist them in developing environments that foster collaborative relationships among students and accessible relationships between students and faculty.

APA, Harvard, Vancouver, ISO, and other styles
8

O'Brien, Paula. "'Living the dream' : Indian postgraduate students and international student identity." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/40241/.

Full text
Abstract:
A decline in the number of international students studying in the UK is an issue currently facing UK universities. Competition has steadily increased amongst higher education providers with a greater number of students choosing to study in Australia and the United States. Within this context it is increasingly important for practitioners within the sector to focus more closely on the international student experience. Focus of my research: This research project contributes to the existing literature on the international student experience and moreover international student identity. Higher Education is seen as a site of identity construction for the individual. This research project provides an opportunity to explore the international student experiences of Indian postgraduate students within a new academic culture, their development of support networks, and their search for local employment whilst studying abroad. Identity is understood to be socially constructed; that is, as one’s sense of self and beliefs about one’s own social group as well as others are constructed through interactions in the broader social context such as education and work. This research project has been influenced by more recent developments within psychology and other disciplines which resist the notion of identity as a developmental and linear process. By adopting a social constructionist lens, identity formation is not necessarily considered as a linear phenomenon, emphasising instead the fluid and dynamic nature of identity amongst international students. Identity construction can be located at the individual, relational, organisational levels and moreover the wider society. Essentially identity is seen as constructed and enacted in everyday talk by the student, in their social interactions between themselves and others. Methodology: The research followed seven Indian international students who have undertaken taught postgraduate study abroad for the first time in a UK university and invites them to share their on-going ‘identity-work’ over a 12 month period. The ‘snowball sampling’ criteria included gender; nationality, age, full-time Masters’ students from the same student cohort, with a variation in previous educational background and work experience. Students gave their own individual accounts of their ‘identity-work’ abroad through semi-structured interviews. Within the interviews ‘talk’ is not just approached as an outward manifestation of identity but a site in which identities are constructed and taken up and performed. Identity positions can often be located within ‘interview talk’, and seen as a temporarily occupied coherent identity. This is not to say that identities are ‘just talk’ but that talk is understood as a continuum of meaningful life practices. The methodology employed facilitates the generation of a model of international student identity where identity is seen to emerge in everyday practices. The model encompasses four dimensions: Individual, Relational, Organisational and Societal. Key findings: The study found that study abroad is a site for identity construction. The individual accounts of their lived experience as international students revealed that identity is seen to be temporary and change over time, and Identity emerged in everyday practices both on and off-campus. Identity is drawn from four dimensions, individual, relational, organisational and societal. Societal is significant to the findings and illustrates where identity emerges off-campus during study abroad. The four dimensions of identity change over time and in importance depending on what is going on for the individual. Despite experiencing challenges the participants demonstrated resilience, independence and resourcefulness. Implications/significance of the research: The identity work of international students is acknowledged here as a complex and on-going process. These findings offer a rich understanding of the internationalisation of higher education from an individual perspective. Although some of the problems that students experience are referred to by other researchers, few actually conceptualise them in terms of identity. By conceptualising the international student experience in terms of ‘identity work’ we are able to gain further understanding to ways in which individuals and their environments interact in the social construction of identity formation. This research helps universities, support services and individuals to learn much more about the international student experience so as to more effectively develop the provisions they offer.
APA, Harvard, Vancouver, ISO, and other styles
9

Mieschbuehler, Ruth. "The minoritisation of Higher Education students." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/344790.

Full text
Abstract:
Research into ‘ethnic’ attainment differences in British higher education tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. This shapes the current theoretical perspective adopted by university policies and informs practice. However, the consequences of this perspective for students, their educational attainment and university education as a whole are largely unexamined. This study explored the teaching and learning experiences of students, alongside their views concerning how these experiences may have impacted on their attainment. To arrive at a more unbiased and better informed understanding of ethnic attainment differences, the student narratives in this study were analysed from a realist philosophical position. The experiences students related included student interactions, participatory and intellectual engagement, (un)equal treatment and academic study and support. The richness and variety of the individual narratives defied simple analysis and required further discussion of perceptions, interpretations, meaning, understanding and categorisation. Some students talked of social interaction in terms of race, colour, ethnicity, nationality, culture, class and age, while others thought such social grouping unproblematic. Engagement was seen either as participatory engagement in the learning process or as intellectual engagement with the subject. There were perceptions of unequal treatment due to race or ethnicity which contrasted with suggestions of straightforward unprofessional practices. Attitudes to academic study ranged from descriptions of struggling with the academic workload to feeling the lack of intellectual challenge. The analysis and discussion revealed a process of minoritisation that resulted from the current approaches to ethnic attainment. The continued use of group-based social differentiation inadvertently fosters the idea that ethnic and social attributes matter and creates a divisive subtext which loses any sense of our common humanity. Group-based social differentiation can undermine the resilience and human agency of students because it suggests that educational attainment is predominantly determined by ethnic and social attributes, downplaying the students’ capacity to act in pursuit of educational goals. As a result, university policies and practice perpetuate rather than ameliorate the status of minority ethnic higher education students.
APA, Harvard, Vancouver, ISO, and other styles
10

Rossett, Alexandra Tye. "Student affairs professionals' knowledge and perceptions of transgender issues in higher education /." Abstract Full Text (PDF) Survey (PDF), 2009. http://eprints.ccsu.edu/archive/00000574/02/2015FT.pdf.

Full text
Abstract:
Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 26-28). Also available via the World Wide Web.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Higher Students Student Deutschland"

1

Die Republik frisst ihre Kinder: Hochschulreform und Studentenbewegung in der Bundesrepublik Deutschland. Berlin: DiA, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mahr, Dieter. Schwarzer Student, weisser Professor: Interaktionsstudien zu Legitimationsproblemen bei schwarzafrikanischen Landwirtschaftsstudenten an Hochschulen in der Bundesrepublik Deutschland. Frankfurt am Main: Verlag für Interkulturelle Kommunikation, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mertens, Lothar. Vernachlässigte Töchter der Alma Mater: Ein sozialhistorischer und bildungssoziologischer Beitrag zur strukturellen Entwicklung des Frauenstudiums in Deutschland seit der Jahrhundertwende. Berlin: Duncker & Humblot, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Allen, Alison. Higher education: The international student experience. Leeds: Heist Research, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Managing students. Buckingham: Open University Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Solmon, Lewis C. The foreign student factor: Impact on American higher education. New York, N.Y: Institute of International Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yorke, Mantz. Grading student achievement in higher education: Signals and shortcomings. New York, NY: Routledge, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hottinger, Gerald W. Higher education residence and migration of students, fall 1986. Harrisburg, PA (333 Market St., Harrisburg 17126-0333): Pennsylvania Dept. of Education, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Castagnera, James. Handbook for student law for higher education administrators. New York: Peter Lang, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Higher Students Student Deutschland"

1

Finn, Kirsty, Nicola Ingram, and Kim Allen. "Student millennials/Millennial students." In Reimagining the Higher Education Student, 187–204. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854171-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Beauchamp-Pryor, Karen. "Student Experience." In Disabled Students in Welsh Higher Education, 125–46. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-344-7_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lainio, Anu, and Rachel Brooks. "Constructing students as family members." In Reimagining the Higher Education Student, 169–86. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854171-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shaw, Philip. "Are we making our students plagiarize?" In Student Plagiarism in Higher Education, 123–39. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Research into higher education: Routledge, 2018. http://dx.doi.org/10.4324/9781315166148-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Schoor, C., C. Hahnel, N. Mahlow, J. Klagges, U. Kroehne, F. Goldhammer, and C. Artelt. "Multiple Document Comprehension of University Students." In Student Learning in German Higher Education, 221–40. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27886-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bonnarens, Liesbet, Ingrid Moons, Patrick De Pelsmacker, Annouk Lievens, and Koenraad Keignaert. "Experiences of Students with Auxiliary Services Journeys in Higher Education." In Student Support Services, 1–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_42-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jamieson, Sandra. "Shouldn't our expectations of students' and academics' intertextuality practices differ?" In Student Plagiarism in Higher Education, 105–22. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Research into higher education: Routledge, 2018. http://dx.doi.org/10.4324/9781315166148-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kraitzek, A., M. Förster, and Olga Zlatkin-Troitschanskaia. "Influences on Master’s Degree Students’ Economic Knowledge." In Student Learning in German Higher Education, 401–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27886-1_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gravett, Karen, Emma Medland, and Naomi E. Winstone. "Engaging Students as Co-designers in Educational Innovation." In Engaging Student Voices in Higher Education, 297–313. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sutherland, Kathryn A., Isabella Lenihan-Ikin, and Charlotte Rushforth. "The Value of Working with Students as Partners." In Engaging Student Voices in Higher Education, 37–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Higher Students Student Deutschland"

1

Mund, Friederike C., Anestis I. Kalfas, Reza S. Abhari, Yasemin Turcan, Jean Hourmouziadis, Isabelle Tre´binjac, and Andre´ Vouillarmet. "A Multi-Component and Multi-Disciplinary Student Design Project Within an International Academic and Industrial Collaboration." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38163.

Full text
Abstract:
The design of modern aircraft engines increasingly involves highly sophisticated methodologies to match the current development pace. International company relations affect the collaboration between design offices all around the world. An important part of academic mission of modern engineering education is to produce graduates with skills compatible with industrial needs. Education may readjust accordingly to meet the higher requirements. However, a realistic scenario of the design process of an aircraft engine cannot possibly be transferred one-to-one into the student education process. A unique attempt to overcome this discrepancy was the International Gas Turbine Project. Within this project, undergraduate students have designed the cooling system of the HPT blades for a 30,000 lb thrust two-spool turbofan aeroengine. This project was collaboration between the Jet Propulsion Laboratory of TU Berlin, the Turbomachinery Group of EC Lyon and the Turbomachinery Laboratory of ETH Zurich. It also involved mentoring industry professionals from Rolls-Royce Deutschland, MTU, SNECMA and Alstom Power. Similar to modern aeroengine company structures, the design tasks included multi-component, multi-disciplinary and international interfaces of different educational systems. The student teams considered various aerothermodynamic and mechanical integrity aspects of the design. Particular attention was paid to design of the compressor, the secondary air system and the HP turbine including blade cooling. The three Universities integrated the project differently into their education curriculum and approached the tasks with different levels of software involvement. In this paper, the technical details of the design process, and the different approaches adopted are presented. Besides the application of turbomachinery-related knowledge, the impact of student interactions on the technical aspects of the project is discussed. The interfaces, including information management and the involvement of industrial partners are also addressed. Team spirit developed between the students from an initial competitive behavior to a final feeling of sitting in the same boat. It was observed that increased effort was required from academic staff in comparison to the conventional academic instruction. Nevertheless, students greatly benefited from the social interaction and an early training-on-the-job tuned to current industrial needs.
APA, Harvard, Vancouver, ISO, and other styles
2

MacMillan, Scott. "THE EXISTENTIAL STUDENT: UNDERSTANDING TODAY'S HIGHER EDUCATION STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0285.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

Full text
Abstract:
This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
APA, Harvard, Vancouver, ISO, and other styles
4

Wohlgemuth, Veit, Tine Lehmann, and Christina Saulich. "Transnational student consultancy – an integrated approach to business students’ learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7983.

Full text
Abstract:
Higher Education Institutions (HEI) are under pressure to enhance graduate employability. The concept of graduate employability refers to a mix of specific skills, knowledge, and personal attributes; among others internationalisation, innovation, and entrepreneurship skills. This paper asks the question: How can HEI enhance students’ internationalisation, innovation, and entrepreneurship skills in order to foster graduate employability? The authors provide insights into a transnational student consultancy teaching approach that was implemented simultaneously at five European HEI in the winter term of 2017/2018. The paper adds to the practical dimension of internationalisation, entrepreneurship education, and innovation pedagogy by presenting an example of how these interrelated concepts can be integrated into a course for business students. The authors discuss important challenges of implementing transnational consultancy projects at HEI, such as varying academic calendars and administrative requirements, matching student teams and small and medium-sized enterprises (SMEs), as well as managing expectations. Based on participant feedback, this paper draws three lessons learned for lecturers that are involved in transnational teaching projects.
APA, Harvard, Vancouver, ISO, and other styles
5

Čavar, Ivana, Luka Bulian, and Nikša Dubreta. "STUDENT SATISFACTION IN HIGHER EDUCATION: FACTORS AFFECTING ENGINEERING STUDENTS’ SATISFACTION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1618.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

Full text
Abstract:
This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.
APA, Harvard, Vancouver, ISO, and other styles
7

Mirin, Alison. "Student Understanding of Number Line Graphs." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11003.

Full text
Abstract:
This paper addresses how students understand number line graphs. Utilizing a Think Aloud interview followed by a reflection-eliciting interview, we investigate how two successful College Algebra students understand what it means to graph a statement with one free variable on a number line. These particular students show a mathematically non-normative understanding of this concept; to wit, they do not view the number line graph as representing a solution set. This study illustrates the importance of future research into how students understand the concept of solution representation via number line graphs.
APA, Harvard, Vancouver, ISO, and other styles
8

Wieser, Desiree, Jürgen Matthias Seeler, Karin Sixl-Daniell, and Anita Zehrer. "Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5525.

Full text
Abstract:
Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management
APA, Harvard, Vancouver, ISO, and other styles
9

Coetzee, Isabella. "Student support to enhance student living and learning at a South African University." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2659.

Full text
Abstract:
Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges
APA, Harvard, Vancouver, ISO, and other styles
10

Devereux, Aisling, and Markus Hofmann. "Factors that Influence Student Retention." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8018.

Full text
Abstract:
With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Higher Students Student Deutschland"

1

Chakrabarti, Rajashri, Nicole Gorton, and Michael Lovenheim. State Investment in Higher Education: Effects on Human Capital Formation, Student Debt, and Long-term Financial Outcomes of Students. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27885.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

Full text
Abstract:
Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
APA, Harvard, Vancouver, ISO, and other styles
3

Plinski, Christie. Does AVID Higher Education (AVID HE) Increase Student Term-to-Term Progression, Persistence Toward Credited Classes and Social Capital for First-Generation College Students Placing Into Developmental Education: A Mixed Methods Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6311.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

Full text
Abstract:
As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
APA, Harvard, Vancouver, ISO, and other styles
5

Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

Full text
Abstract:
The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
APA, Harvard, Vancouver, ISO, and other styles
6

Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/98.

Full text
Abstract:
Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.
APA, Harvard, Vancouver, ISO, and other styles
7

Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, August 2019. http://dx.doi.org/10.51388/20.500.12265/81.

Full text
Abstract:
While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.
APA, Harvard, Vancouver, ISO, and other styles
8

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

Full text
Abstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
APA, Harvard, Vancouver, ISO, and other styles
9

McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

Full text
Abstract:
A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

Full text
Abstract:
This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Higher Students Student Deutschland' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography