Do We Need to Teach Spelling? The Relationship between Spelling and Voluntary Reading among Community College ESL Students

1988 ◽  
Vol 22 (1) ◽  
pp. 141 ◽  
Author(s):  
Jeanne Polak ◽  
Stephen Krashen
Keyword(s):  
Community College ◽  
Esl Students ◽  
Voluntary Reading ◽  
The Relationship ◽  
Community College Esl

scholarly journals Building Information Modelling in Architecture : Implication of Building Information Modelling in Education/ Informasi Permodelan Bangunan Senibina: Implikasi Informasi Permodelan Bangunan dalam Pendidikan

2019 ◽  
Vol 11 (2-2) ◽  
Author(s):  
Zuraida Mohamad Nizar ◽  
Khofizhoah Mohd Karim ◽  
Nor Asmiza Zainudi
Keyword(s):  
Community College ◽  
Student Attitudes ◽  
Quantitative Method ◽  
Architectural Education ◽  
Questionnaire Data ◽  
Building Information Modelling ◽  
Information Modelling ◽  
Total Percentage ◽  
Building Information ◽  
The Relationship

BIM or Building Information Modelling is the latest technology that widely used in industry such as architecture, engineering dan construction. Hence, it plays a role in increasing value in architectural education in line with industrial need. It is imperative that architectural BIM been used in education level to produce highly skilled students. This study aims to examine the effectiveness of BIM in the field of Architectural Technology Certificate in Community College through BIM Architecture. It aims to examine the relationship between interest and skills towards student attitudes. Then identify the influence of interest and skills on student attitudes. This study used quantitative method of questionnaire. Data were collected from 30 students of Architectural Technology from 2 Community College from population of 45 respondents. The two Community Colleges involved are Bandar Darulaman Community College and Kepala Batas Community College. Results presented there was strong correlation between attitudes and skills which is significant (r=0.566, p=0.01). In detail, attitude and interest (r=0.406, p=0.26) were positively ang significantly correlated with skills. In addition, the results of the analysis also showed that the skills influence the attitude with β= 0.481 which is considered as 48.1 percent from the total percentage. Whilst, the interest did not influence the attitude of the students in studying BIM Architecture (r= 0.178, p=0.275). Hence, this indication the effectiveness of BIM Architecture in education influenced by the attitude and encouraged students to be interested in Architectural BIM. While skill is within the TVET application in learning of todays community college. It is also evident that the interest does not influence the attitude of the students in learning of Architectural BIM. Difference with skills that could influenced the attitudes towards more skilled and diligent in the learning of Architectural BIM. The results of this study help in enforcement of the implications of learning Architectural BIM at the Department of Polytechnic and Community College.

The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing

2021 ◽  
Author(s):  
Taichi Yamashita
Keyword(s):  
Collaborative Writing ◽  
Corrective Feedback ◽  
Posttest Score ◽  
Esl Students ◽  
American University ◽  
Google Docs ◽  
Written Corrective Feedback ◽  
Description Task ◽  
The Impact ◽  
The Relationship

Abstract The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.

Thinking Globally About Social Justice

2019 ◽  
pp. 184-199
Author(s):  
Tiffany Viggiano
Keyword(s):  
Community College ◽  
Social Justice ◽  
Community Colleges ◽  
Study Abroad ◽  
Global Justice ◽  
Social Connections ◽  
The Relationship

Scholars have identified community colleges as ideal institutions to facilitate global justice through their involvement in internationalization activities such as study abroad. This chapter explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson's Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one's own goals. The chapter also grounds a rationale for study abroad at the community college within critical humanism by applying Young's Social Connections Model. Finally, the chapter applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad?

Thinking Globally About Social Justice

2021 ◽  
pp. 1296-1311
Author(s):  
Tiffany Viggiano
Keyword(s):  
Community College ◽  
Social Justice ◽  
Community Colleges ◽  
Study Abroad ◽  
Global Justice ◽  
Social Connections ◽  
The Relationship

Scholars have identified community colleges as ideal institutions to facilitate global justice through their involvement in internationalization activities such as study abroad. This chapter explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson's Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one's own goals. The chapter also grounds a rationale for study abroad at the community college within critical humanism by applying Young's Social Connections Model. Finally, the chapter applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad?

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

2019 ◽  
Vol 47 (4) ◽  
pp. 434-461
Author(s):  
Justin C. Ortagus ◽  
Xiaodan Hu
Keyword(s):  
Community College ◽  
Potential Benefit ◽  
Positive Relationship ◽  
Positive Influence ◽  
Lower Probability ◽  
Vertical Transfer ◽  
Institutional Selectivity ◽  
Nationally Representative ◽  
The Relationship ◽  
Ordinal Logistic Regression Model

Objectives: In this study, we explore the influence of enrolling initially at a community college before transferring to a 4-year institution on the selectivity of the destination 4-year institution. Method: We leverage nationally representative data and a propensity score matching approach to compare the institutional selectivity between students who begin at a community college before transferring to a 4-year institution and those who begin at a 4-year college or university. To estimate the relationship between the community college pathway and institutional selectivity, we employ an ordinal logistic regression model. Results: We find that transferring from a community college to a 4-year institution had a positive influence on the selectivity of students’ destination 4-year institution. More specifically, students who enroll initially at a community college before transferring to a 4-year institution have a greater probability of attending a very selective 4-year institution and moderately selective 4-year institution when compared with native 4-year students. Students who transferred from a community college have a lower probability of attending minimally selective 4-year institutions and open-admission 4-year institutions when compared with otherwise-similar students who began at a 4-year institution. Contributions: By showing a positive relationship between the vertical transfer and the level of selectivity of students’ destination 4-year institution, this study highlights a potential benefit of beginning at a community college before transferring to a 4-year institution.

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