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Descriptors:
Foreign Countries; Learning Experience; Social Work; Educational Change; Poverty; Socioeconomic Status; Comparative Analysis; Disadvantaged Youth; Case Studies; Underachievement; Assignments; College Preparation; Articulation (Education); Social Differences; Cultural Background

Abstract:
The state of tertiary education in South Africa is not adequately meeting the needs of its populace. The system in place does not effectively nor appropriately target the racial group of students which forms the democratic majority. This paper portrays the reasons why these students are not succeeding on the basis of a mismatch between their preparation at secondary level and their required or perceived level at a tertiary standard. This lack of responsiveness and adaptiveness shown by the pedagogical system to the effects of poverty and disadvantage on youth entering the tertiary system indicates a potential unintended bias towards students of higher socio-economic standing. This is demonstrated through a case example of social work students underperforming on a written assignment at the University of the Western Cape in South Africa. The article further contrasts the similarity and important differences between the American and the South African socio-educational contexts to illustrate the differences in approach needed within the South African example in order to examine American methods in dealing with similar problems when facing the integration and incorporation of students from differing backgrounds. It discusses the appropriateness of these methods in a South African context, as well as in the universal context of a local population. (Contains 2 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Curriculum; Internship Programs; Educational Principles; Program Descriptions; Transitional Programs; Articulation (Education); Seminars; Humanistic Education; Student Centered Curriculum; Program Effectiveness; Outcome Measures; Teaching Methods

Abstract:
In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging function of the course is especially profound. The principles on which Advanced Internship is based apply to a variety of academic courses and disciplines. Impact of the course on students' learning and confidence is high; costs for implementing the course are low. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Stakeholders; Primary Education; Student Teachers; Multigraded Classes; Content Analysis; Qualitative Research; Interviews; Educational Strategies; Public Officials; Teacher Attitudes; Student Teacher Attitudes; Rural Areas; Educational Benefits; Educational Resources; Student Adjustment; Articulation (Education); Curriculum; Capacity Building

Abstract:
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; College Transfer Students; Student Mobility; Articulation (Education); Postsecondary Education; Public Colleges; Student Surveys; Transitional Programs; Participant Satisfaction; Attribution Theory; Student Attitudes; Institutional Characteristics; Student Characteristics; Student Educational Objectives; Academic Persistence; Transfer Rates (College)

Abstract:
Over the last several years, there has been a wealth of new data on student mobility in British Columbia's postsecondary system. Quantitative information from the Student Transitions Project (STP) has allowed current and prospective students, the BC Council on Admissions and Transfer (BCCAT), public post-secondary institutions, the Ministry responsible for post-secondary education and the Ministry of Education to get a clearer picture of how students navigate the system, moving among public post-secondary institutions in multiple directions. These administrative data, rich as they are, are unable to answer qualitative questions about why students are moving and how satisfied they are with their institutions and the transfer experience. Data from the Student Transitions Project (STP) were used to identify students who were registered in one or more BC public post-secondary institutions in fall 2011 and were enrolled in a different BC public post-secondary institution during the academic year 2010-2011. Of the 5,932 movers identified as eligible for surveying, 1,623 responded for an overall response rate of 27.4 percent. Respondents to the "Survey of Movers" have provided important insight into their considerations, decisions and experiences as they moved between BC's public post-secondary institutions. As a group, they entered the postsecondary system with varying goals--most commonly either credential completion at their original institution, or transfer to another institution. Most respondents (58 percent) had met their main goals by the time they left their original institution and 85 percent had met their main goal at their subsequent institution by the time they were surveyed. Most students switched institutions not due to dissatisfaction, but because they wanted to pursue a specific program that they could not pursue at the original institution. Appended are: (1) Identifying the Eligible Cohort; and (2) Transfer Expectations and Satisfaction. (Contains 3 footnotes.) [For "Survey of Movers. Executive Summary," see ED540020.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Needs; Medical Education; Cultural Context; Foreign Countries; Student Experience; Medical Students; Performance Factors; Articulation (Education); Alignment (Education); Institutional Cooperation; Foreign Students; Semi Structured Interviews; Focus Groups; Student Attitudes; Teacher Attitudes; Cross Cultural Studies; International Education

Abstract:
This study was conducted to identify key issues for students in an undergraduate medical course with cross border delivery and the impact of these issues on the students' ability to learn. Data relating to the student experience and perceived student needs were collected from transnational students and teaching staff from Australia and Malaysia. The results highlight the complexities of migration from one learning environment to another and suggest the need for a cohesive institutional approach to support medical student movement between culturally diverse settings as well as the translation of medical curriculum from one cultural context to another. We describe how the particular needs of transnational students moving across borders align with Maslow's hierarchy of unmet needs and can be met through low cost, long reach institutional initiatives. These must be supplemented by interpersonal approaches in which institutions can also foster. The outcomes will benefit local as well as transnational students and staff. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Community Colleges; Best Practices; Recognition (Achievement); Awards; Achievement Gains; Success; Institutional Characteristics; Performance Factors; Educational Innovation; Professional Development; Partnerships in Education; Transfer Policy; Articulation (Education); Academic Support Services; Outreach Programs; Learning Strategies; Effective Schools Research

Abstract:
In many respects, one couldn't find a group of 10 schools more diverse than the finalists for the 2013 Aspen Prize for Community College Excellence. One community college serves 1,500 students, another 56,000. There are institutions devoted primarily--even solely--to technical degrees, and ones devoted mainly to preparing students for further academic study. Although the Aspen Prize finalist colleges are different in many respects, they have one thing in common: They achieve impressive outcomes for their students in the four areas that comprise the Aspen Prize's definition of excellence: (1) Completion; (2) Learning; (3) Labor market outcomes; and (4) Equity. These colleges did not achieve better student outcomes because they enrolled students who were easier to reach or better prepared than others--some finalist schools, in fact, serve students far needier and regions far poorer than the national average. It was not solely because they chose the "right" textbooks, or remedial education reforms, or online learning platforms. Of course those things matter. But even when colleges choose their approaches wisely, excellence requires more: leaders who build an environment where every professor and staff member is willing to accept tough realities and is committed to improving student success, and where every administrator makes sure they have the tools to do so. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Change; Course Content; Academic Achievement; International Education; Outcomes of Education; Teaching Methods; Universities; Guidelines; Graduates; Global Approach; Curriculum; Student Diversity; Equal Education; Articulation (Education); Intellectual Disciplines

Abstract:
Internationalization of the curriculum attracts considerable interest, yet often remains in the hands of enthusiasts or is relegated to the periphery of personal skills modules. While academics may be "happy to "tinker around the edges" of their course content and classroom pedagogy" they still frequently ask, "What does it really mean for me and my classroom?" This article outlines the experience of one U.K. university, which has been seeking to internationalize the curriculum through two phases. The overarching development framework of the first phase (Jones & Killick, 2007) is now being embedded through the university's adoption of a "global outlook" as a graduate attribute. This attribute interlinks inclusivity and global relevance and connects equality and diversity with internationalization to form a cohesive construct for graduate development. The authors describe the process of working with academics across the institution to design and implement learning outcomes at modular and program levels within disciplines, to support student achievement of this attribute through the process of constructive alignment. (Contains 2 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Readiness; Secondary School Mathematics; Educational Benefits; Developmental Continuity; Articulation (Education); High School Seniors

Abstract:
Too many students and educators view the senior year and graduation from high school as an end point, rather than one vital step along the education pipeline. Students who engage in a fourth year of math tap into and build upon their advanced analytic skills and are more likely to have better success in postsecondary course work, as they have maintained their momentum and continued to practice mathematics throughout their high school experience. Highlights of this paper include: (1) Math is a continuum of learning; and (2) A fourth year of math improves students' college readiness. (Contains 8 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Federal Government; Postsecondary Education; Higher Education; Adult Education; Dropouts; Socioeconomic Status; Low Income; Academic Persistence; Educational Attainment; Articulation (Education); Graduation Rate; Intellectual Disciplines; Statistical Analysis

Abstract:
The Federal government is seeking to increase the proportion of Australians with bachelor degrees and to increase the proportion of low SES students in higher education. This will focus attention on degree completion rates for all students, including non-traditional students who have previously been reported as having lower higher education completion rates. This quantitative study of 79 students from diverse backgrounds reports their bachelor degree completion rates by 2010, following their participation in discipline-linked further education courses in 2005. The study found that these further education articulators have a higher bachelor degree completion rate than "other" students reported in previous national studies, that their completion/continuation rates are comparable with all students including in specific fields of study, and that poor academic performance is not the main reason that articulators discontinue study. It concludes that discipline-linked further education courses can contribute to the achievement of the Federal government's higher education growth, and equity achievement targets. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Adult Education; Foreign Countries; Deafness; Transitional Programs; Articulation (Education); Developmental Studies Programs; Accessibility (for Disabled); Questionnaires; Case Studies; Action Research; College Applicants; Comprehensive Guidance; Related Services (Special Education); Student Attitudes; Participant Satisfaction; Delivery Systems

Abstract:
The purpose of this study was to investigate the support that exists for deaf students in the transition between further education and school into higher education in the UK. Deaf students make applications to higher education from a variety of educational institutions, such as Specialist Colleges for the Deaf, hearing impaired units within mainstream schools or mainstream schools and colleges. The support they receive is dependent on educational setting, degree of hearing loss, communication method, academic level, and the experience of those working with them. This study investigated the issues that deaf students may need to consider when applying for university and looked at the support services that a group of deaf students received in their transition to higher education. Through questionnaires and a case study, data were collected about the process the students had been through. The aim was twofold: first to investigate the current support that exists for deaf students in the transition to higher education. Second, to use the results to create an advice guide to enable professionals and parents to support deaf students with their applications, to facilitate informed decisions about university choices, and ensure awareness of the differences between study at school or further education and higher education. (Contains 5 footnotes and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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