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Author: Daniel Royer
Publisher: Hampton Press (NJ)
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 280
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Book Description
This guide offers updated shopping tips to people visiting China. It explains what to buy (from porcelain, jade and pearls to silk, antiques, carpets and custom-tailored clothing), how to deal with local merchants and get the best prices, and where to find the best stores, markets and shopping districts - all in a handy pocket-sized format. It also provides tips on finding airfare, hotel and dining bargains.
Author: Daniel Royer
Publisher: Hampton Press (NJ)
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 280
Get Book Here
Book Description
This guide offers updated shopping tips to people visiting China. It explains what to buy (from porcelain, jade and pearls to silk, antiques, carpets and custom-tailored clothing), how to deal with local merchants and get the best prices, and where to find the best stores, markets and shopping districts - all in a handy pocket-sized format. It also provides tips on finding airfare, hotel and dining bargains.
Author: Tonya M. Troka
Publisher:
ISBN: 9781369538007
Category : Advanced placement programs (Education)
Languages : en
Pages : 102
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Book Description
Increasing college completion rates is important not only for institutions of higher learning, but also for the nation. Success in the first year and persistence to second year are vital to increasing these completion rates. One aspect of the first-year experience is placement into math, reading and writing courses. A majority of college freshman are placed using standardized placement exams that determine if they take pre-college or college-level courses. Directed self-placement (DSP) is an alternative placement method that is being utilized in lieu of standardized placement exams at a small selection of institutions within the U.S. A secondary analysis was conducted to understand the relationships among DSP, student persistence and success. Specifically, analyses were conducted to understand how previous performance (high school GPA and ACT scores) related to student choice, persistence and success. Participants were from one private Midwestern university (N = 2,760). T-tests were conducted and effect sizes were calculated as well as a logistic regression, chi-square test of independence, and an ordinal regression. The results of the analyses provided evidence that previous performance, specifically high school GPA and ACT score were related to the DSP choice. It was also found that there is a relationship between DSP choice, student success, and persistence in preparatory and college-level writing courses. High school GPA and ACT score were found to be predictors of success in the first writing course. The ACT score was found to not be significantly related to persistence through course, but high school GPA was found to be significantly related. These findings underscored the need to explore alternative methods of placement beyond standardized placement exams.
Author: Marcia Lee Ribble
Publisher:
ISBN:
Category : Basic writing (Remedial education)
Languages : en
Pages : 282
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Book Description
Author: Aparna Sinha
Publisher:
ISBN: 9781321364002
Category :
Languages : en
Pages :
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Book Description
With a diverse incoming population each year, California State Universities struggle to assess and place the students into different (basic/stretch) first year writing classes appropriately. The long history of debates over reliability and validity issues of assessing and placing students through timed tests have made more and more writing program administrators skeptical about placing their students through a placement test (Elbow, 1996; White, 1995; Hout, 2002; Lynne, 2004, Moss, 2009, etc.). Directed Self-Placement (DSP)--a placement method that allows students to place themselves into first year writing classes--proposes to solve the problem of placing through timed tests. Advocates of DSP (Blakesley, 2002; Blakesley et. al, 2003; Cornell & Newton, 2003; Royer & Gilles, 1998; 2003; Reynolds, 2003, etc.) argue that DSP allows students an authentic educational choice of two or more courses and helps them arrive at that decision based on their own understanding of their writing abilities. While the literature on DSP establishes its success, little research examines DSP and its effectiveness as a placement method while considering all the socio-cultural-historical-political factors that can mediate its implementation. Also, not enough is known on how individual student writers and their socio-cultural backgrounds and experiences come into play when they self-place, and how DSP operates vis-à-vis policies around remediation. This dissertation research examines DSP at a CSU while investigating all socio-cultural, political, and historical factors that can influence DSP's implementation. Through student experiences, teacher expectations, and specific case studies, this dissertation explains how students and their identity, backgrounds, and experiences, and institutional policies play into success and failures around self-placement. Findings indicate that students negatively evaluate their writing abilities because of their personal writing identity, placement scores, or any other institutional policy that informs them of their remediation status, making them develop a low self-efficacy around writing to choose a stretch course over a semester long course. Also, students prefer placing in a mainstream stretch course over an ESL stretch course, rejecting the ESL label. The study also shows a gap in FYW teachers' understanding of state and institutional policies, demonstrating the importance of aligning teachers' expectations with institutional policies around placement and remediation for the success of implementing DSP. Findings also demonstrate that Writing Program Administrators at each CSU have their own pedagogical thinking and philosophies around placement and remediation which do not necessarily resonate with the state enforced policies for all the CSUs. This leads to a power struggle between the administrators at institution level and the policy makers at the state level. Implications of this study recommend that the state policies makers should re-evaluate their remediation and placement policies, removing stigmatizing placement structure and deficit language and terminologies to denote remediation and multilingualism. Policies around writing programs should be created and evaluated locally, inclusive of teachers and students' perspectives. Therefore, the state policy makers are recommended to relinquish the power and delegate each CSU to run its own writing program. Additional implications address recommendations for FYW teachers to be more prepared to teach multilingual students and cross-cultural composition classes, while making sure that instruction is differentiated to cater to students at different levels. Finally, the study proposes a Socio-cultural DSP that enables students to self-place through a socio-cultural perspective to self-assessment and placement, but any future implementation of DSP must consider the socio-historic-political realities around placement and remediation at that institution.
Author: Laura Louise Aull
Publisher: Modern Language Association
ISBN: 1603294538
Category : Language Arts & Disciplines
Languages : en
Pages : 168
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Book Description
Broad generalizations about "people today" are a familiar feature of first-year student writing. How Students Write brings a fresh perspective to this perennial observation, using corpus linguistics techniques. This study analyzes sentence-level patterns in student writing to develop an understanding of how students present evidence, draw connections between ideas, relate to their readers, and, ultimately, learn to construct knowledge in their writing. Drawing on both first-year and upper-level student writing, the book examines the discourse of students at different points in their education. It also distinguishes between argumentative and analytic essays to explore the way school genres and assignments shape students' choices. In focusing on sentence-level features such as hedges ("perhaps") and boosters ("definitely"), this study shows how such rhetorical choices work together to open or close opportunities for thoughtful exchanges of ideas. Attention to these features can help instructors foster civil discourse, design effective assignments, and expose and question norms of higher education.
Author: Anne R Gere
Publisher: U OF M DIGT CULT BOOKS
ISBN: 0472037382
Category : Education
Languages : en
Pages : 385
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Book Description
For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.
Author: Guy J. Krueger
Publisher:
ISBN:
Category :
Languages : en
Pages : 152
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Book Description
When Daniel J. Royer and Roger Gilles of Grand Valley State University spearheaded an effort to devise a program allowing schools to better assess their first-year students' writing abilities, all the while allowing students' to choose what classes they take, the result was a new method of placement called Directed Self-Placement. A little over a year ago, however, I began to interview students at SIUC and to speak with representatives from schools across the country about the unique problems posed by assessment and placement. In conjunction with my library-based research, I have taken the data from my empirical research and concluded that while DSP has been able to solve some of the dilemmas that can be created by placing students into classes based solely on unreliable performance measures, it has introduced a whole new set of troublesome situations that can occur when students fail to use this tool responsibly. (Abstract shortened by UMI.)
Author: Asao B. Inoue
Publisher: Wac Clearinghouse
ISBN: 9781607329251
Category : Academic writing
Languages : en
Pages : 0
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Book Description
Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students.
Author: Shannon D. Howard
Publisher:
ISBN:
Category : Basic writing (Remedial education)
Languages : en
Pages : 160
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Book Description
Author: Jennifer Gavriel
Publisher: CRC Press
ISBN: 1785230093
Category : Medical
Languages : en
Pages : 248
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Book Description
Self-directed learning is perhaps the Holy Grail of adult learning and for good reason. Within this seemingly simple phrase lies the battleground for the frustrations of both educator and learner as they work through the difficulties of an unequal and sometimes intense partnership
