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Auswahl der wissenschaftlichen Literatur zum Thema „Foreign-born students“
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Zeitschriftenartikel zum Thema "Foreign-born students"
de Oliveira, Ebenézer A., Jennifer L. Braun, Taryn L. Carlson und Stephanie G. de Oliveira. „Students’ attitudes toward foreign-born and domestic instructors.“ Journal of Diversity in Higher Education 2, Nr. 2 (2009): 113–25. http://dx.doi.org/10.1037/a0015746.
Der volle Inhalt der QuelleSilveira, Florencia, Mikaela J. Dufur, Jonathan A. Jarvis und Kristie J. Rowley. „The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement“. Socius: Sociological Research for a Dynamic World 5 (Januar 2019): 237802311984525. http://dx.doi.org/10.1177/2378023119845252.
Der volle Inhalt der QuelleIwamasa, Gayle Y. „Acculturation of Asian American University Students“. Assessment 3, Nr. 1 (März 1996): 99–102. http://dx.doi.org/10.1177/107319119600300111.
Der volle Inhalt der QuelleJunious, DeMonica L., Ann Malecha, Kathryn Tart und Anne Young. „Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students“. Journal of Nursing Education 49, Nr. 5 (01.05.2010): 261–70. http://dx.doi.org/10.3928/01484834-20100217-02.
Der volle Inhalt der QuelleGarrett, Kendra J., und W. Randolph Herman. „Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges“. Journal of Baccalaureate Social Work 12, Nr. 1 (01.09.2006): 24–38. http://dx.doi.org/10.18084/1084-7219.12.1.24.
Der volle Inhalt der QuelleMalecha, Ann, Kathryn Tart und DeMonica L. Junious. „Foreign-Born Nursing Students in the United States: A Literature Review“. Journal of Professional Nursing 28, Nr. 5 (September 2012): 297–305. http://dx.doi.org/10.1016/j.profnurs.2012.03.001.
Der volle Inhalt der QuelleFries-Britt, Sharon, Chrystal A. George Mwangi und Alicia M. Peralta. „The Acculturation Experiences of Foreign- Born Students of Color in Physics“. Journal of Student Affairs Research and Practice 51, Nr. 4 (12.11.2014): 459–71. http://dx.doi.org/10.1515/jsarp-2014-0045.
Der volle Inhalt der QuelleInteriano, Claudia G., und Jae Hoon Lim. „A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education“. International Journal for the Advancement of Counselling 40, Nr. 3 (23.02.2018): 310–25. http://dx.doi.org/10.1007/s10447-018-9328-0.
Der volle Inhalt der QuelleSelvitopu, Abdullah. „Exploring the Lived Social and Academic Experiences of Foreign-born Students“. Journal of International Students 10, Nr. 3 (15.08.2020): 590–612. http://dx.doi.org/10.32674/jis.v10i3.1171.
Der volle Inhalt der QuelleRichardson, Brittany. „Interesting Patterns Found When Academic and Public Library Use by Foreign-born Students Is Assessed Using ‘Super-Diversity’ Variables“. Evidence Based Library and Information Practice 14, Nr. 4 (12.12.2019): 182–84. http://dx.doi.org/10.18438/eblip29644.
Der volle Inhalt der QuelleDissertationen zum Thema "Foreign-born students"
Lam, Charmian. „Barriers for Foreign-Born Students in Elite Post-Secondary Education in the United States“. VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3192.
Der volle Inhalt der QuelleOdigwe, Alicia. „Perceived Cultural Competence, Mental Health Distress and Health Care Access Factors among Post-Secondary Foreign-born Students“. University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543580489988287.
Der volle Inhalt der QuelleSilveira, Florencia. „The Influence of Foreign-Born Population on Immigrants' Academic Achievement: A Multilevel Analysis of Students in High-Income Countries“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6796.
Der volle Inhalt der QuelleAldawsari, Hussam. „The Relationship between Acculturative Stress and Well-being among Foreign-Born Arab International Students in the United States: An Exploratory Study“. University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo159441072560676.
Der volle Inhalt der QuelleRacaj, Marigona. „Flerspråkighet som en resurs i svenskundervisningen : En kvalitativ studie om flerspråkiga elevers inlärning av det svenska språket“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53447.
Der volle Inhalt der QuelleThe aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.
Sköld, Mathias, und Ruta Darzinskaite. „Ungas syn på yrken i ett mångkulturellt samhälle : Utlandsfödda gymnasieelevers värderingar om yrken och sin egen framtid på arbetsmarknaden“. Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58625.
Der volle Inhalt der QuelleThe aim of the present study is to examine how foreign-born secondary school students look at careers and their own futures in the labor market. The theoretical starting point to explore this is Brown's theory of cultural values and work values that govern individuals in their career path. We used a quantitative method, where surveys were distributed to foreign-born high school students in two different schools in the Stockholm area. The results show that occupations with high status are professions that traditionally have high status and are well-known professions internationally. In conclusion, when the knowledge of the labor market is limited, career development follows through an interaction between values and social factors. Respondents are largely born in societies dominated by group-oriented cultures where properties such as helping each other is highly valued in the choice of occupation and professions status Our results also indicate that parents strongly influence the future career choice of the respondents. Respondents' future career choices are made using a transnational perspective in which they value occupations based on the cultural environment in which they live now and where they were born in.
„A case study of foreign-born Hispanic students in community college“. UNIVERSITY OF PHOENIX, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3337536.
Der volle Inhalt der QuelleLenoir, Gloria Irma Cisneros. „Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas“. Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2817.
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Minichiello, Diane Betty. „The voyage of cultural transition : adjustment issues of Chinese-speaking foreign-born students in a social environment where they form the largest cultural group in a secondary school setting“. Thesis, 2000. http://hdl.handle.net/2429/10702.
Der volle Inhalt der QuelleRana, Vishal Hwang Lu-Yu. „The epidemiology of Hepatitis B and Hepatitis C virus infection among college students who are not US/Canadian born in Houston“. 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1450153.
Der volle Inhalt der QuelleBücher zum Thema "Foreign-born students"
Borjas, George J. Foreign-born teaching assistants and the academic performance of undergraduates. Cambridge, MA: National Bureau of Economic Research, 2000.
Den vollen Inhalt der Quelle findenFoundation, Alfred P. Sloan, Hrsg. Soothing the establishment: The impact of foreign-born scientists and engineers on America. Lanham: University Press of America, 1995.
Den vollen Inhalt der Quelle findenLibrary of Congress. Congressional Research Service, Hrsg. Foreign-born science and engineering doctorate students in U.S. institutions. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.
Den vollen Inhalt der Quelle findenLibrary of Congress. Congressional Research Service, Hrsg. Foreign-born science and engineering doctorate students in U.S. institutions. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.
Den vollen Inhalt der Quelle findenMady, Callie Jane. Motivation to study and investment in studying core french in secondary school: Comparing English as a second language students and Canadian-born students. 2003.
Den vollen Inhalt der Quelle findenKeller, Morton, und Phyllis Keller. Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.001.0001.
Der volle Inhalt der QuelleBuchteile zum Thema "Foreign-born students"
Kassaye, Wandwossen, und Wallace Feldman. „Students’ Perceptions of American-Born VS. Foreign-Born Instructors: A Preliminary Experiment“. In Proceedings of the 1983 Academy of Marketing Science (AMS) Annual Conference, 248–51. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16937-8_59.
Der volle Inhalt der QuelleBortoluz, Michel, und Giulia Vallata. „Studenti stranieri e studenti italiani allogeni dalla fondazione di Ca’ Foscari alla fine della Seconda guerra mondiale (1868-1945)“. In I rapporti internazionali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-265-9/004.
Der volle Inhalt der QuelleBozzetti, Alessandro. „Gender gap among second-generation students in higher education: the Italian case“. In Global Youth Migration and Gendered Modalities, herausgegeben von Glenda Tibe Bonifacio, 195–218. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447340195.003.0011.
Der volle Inhalt der QuellePreston, Katherine K. „Pedagogy II“. In George Frederick Bristow, 95–106. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043420.003.0008.
Der volle Inhalt der QuelleZengin, Ramazan. „Using 3-D Virtual Learning Environments to Improve Listening Skill“. In Advances in Educational Technologies and Instructional Design, 296–312. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch012.
Der volle Inhalt der QuelleFirpo, Elena, und Laura Sanfelici. „Spagnolo Lingua di Origine e Italstudio in un modello di educazione bilingue di tipo eteroglossico“. In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/006.
Der volle Inhalt der QuelleKorsak, Olena, und Yurii Korsak. „PARTICIPATION OF UKRAINE IN INTERNATIONAL PISA-2018 TESTING AND OBJECTIVE ANALYSIS OF RESULTS“. In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-20.
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