Relevant bibliographies by topics / Bendigo College of Advanced Education

Academic literature on the topic 'Bendigo College of Advanced Education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Bendigo College of Advanced Education"

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Harman, Grant. "Mergers in higher education: Combining and integrating two colleges of advanced education at Bendigo∗." Melbourne Studies in Education 28, no. 1 (January 1986): 180–208. http://dx.doi.org/10.1080/17508488609556213.

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Vaughan, Pain, Gaelene Rowe, Kevin Smith, and Julie Walters. "literacy enrichment program for small rural schools." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 49–56. http://dx.doi.org/10.47381/aijre.v2i1.270.

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There is now general agreement about the disadvantages associated with all levels of 'rural' and 'remote' education. To some extent these are being overcome by advances in distance education delivery systems which now offer more interactive learning environments; yet there is still a strong case for the effectiveness of intense, individualised face-to-face teaching and learning. The project outlined in this report originated as an attempt to integrate the professional needs of third year Diploma of Teaching students at La Trobe D.C.N.V., Bendigo, with the curriculum needs of primary school children in an isolated rural setting. The Country Education Project, through Maureen Chiswell, a Project Officer, agreed to fund a pilot project where forty-nine Grade Five and Six primary school pupils from the Pyramid Hill area (Pyramid Hill Consolidated School and St. Patrick's School) were bussed ninety kilometres to the college for an intensive three-hour program once a week for five weeks. The program involved individualized instruction by third year students in literacy skills related to independent study and research, and curriculum studies in Science, Computer Studies and Mathematics. This paper reports on the aims, program details, and evaluation of the literacy component of the project. Miscue analysis refers to a method for monitoring a child's oral reading of a set of text. An observational inventory is an interview schedule for noting a child's reading and writing interests. An interactive journal is a written dialogue between child and teacher, and top-level structure refers to contrasting ways text information can be organised, such as cause and effect or main idea then supporting ideas.
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Van Rooijen, L. "Advanced students' adaptation to college." Higher Education 15, no. 3-4 (May 1986): 197–209. http://dx.doi.org/10.1007/bf00129211.

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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.

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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.
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Evans, Brent J. "How College Students Use Advanced Placement Credit." American Educational Research Journal 56, no. 3 (November 13, 2018): 925–54. http://dx.doi.org/10.3102/0002831218807428.

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Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.
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Potts, Anthony, Debra Edwards, and David Smith. "Disciplinary cultures in an Australian college of advanced education." Journal of Educational Administration and History 42, no. 4 (November 2010): 383–403. http://dx.doi.org/10.1080/00220620.2010.514042.

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Kolluri, Suneal. "Advanced Placement: The Dual Challenge of Equal Access and Effectiveness." Review of Educational Research 88, no. 5 (July 18, 2018): 671–711. http://dx.doi.org/10.3102/0034654318787268.

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The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.
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Dean, Rebecca J., and Lorraine Dagostino. "Motivational Factors Affecting Advanced Literacy Learning of Community College Students." Community College Journal of Research and Practice 31, no. 2 (January 17, 2007): 149–61. http://dx.doi.org/10.1080/10668920600859657.

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KAWAHARA, Hiroharu. "Education of Advanced Biotechnologists of Kitakyushu National College of Technology." Journal of JSEE 55, no. 3 (2007): 57–60. http://dx.doi.org/10.4307/jsee.55.3_57.

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O'NEILL, A., and R. WELLARD. "LEADERSHIP AND ACADEMIC GOVERNANCE IN A COLLEGE OF ADVANCED EDUCATION." Journal of Educational Administration 24, no. 1 (January 1986): 122–34. http://dx.doi.org/10.1108/eb009913.

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Dissertations / Theses on the topic "Bendigo College of Advanced Education"

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Warner, Mark S. "Advanced college-level ESL students' beliefs about composition feedback." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247845401.

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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Rehm, Jon C. "Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1530.

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Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.
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Schutzman, Carissa Bradley. "Women Into Advanced Manufacturing: Can Community College Open this Door?" UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/69.

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Women still rarely choose to seek employment in advanced manufacturing. Lack of familiarity with manufacturing jobs and education programs, lack of role models, and too few experiential opportunities contribute to women not choosing manufacturing jobs as well as other jobs traditionally held by men (Reha, Lufkin, & Harrison, 2009; St. Rose & Hill, 2013; Starobin & Laanan, 2008). Nontraditional jobs for women often provide higher wages and more opportunity for advancement than traditional jobs for women. This study is a qualitative thematic narrative analysis of factors that influenced women who chose an advanced manufacturing program at a community college to enter employment in a male-dominated career sector. Intersectionality and agency were the overarching concepts used to examine how working-class women navigated the unfamiliar spaces of higher education and manufacturing. Data were collected through interviews that spanned across several years as the women in the study advanced through the community college and into the manufacturing workplace. The primary research questions included: 1) What motivated the women to begin the program and what were their doubts? 2) How did the women’s experiences in the community college and participation in an advanced manufacturing program influence their education and career choices? And, 3) What might be learned through their stories, particularly their perspectives related to identity and agency? Women reported their top reason for initially pursuing education and employment in manufacturing was the potential income and employee benefits; however, as the women progressed, they reported additional benefits that included increased confidence at work and at home. The women cited earning a college credential as the most transformative aspect of their journey and attributed unexpected personal growth and self-discovery to their college experience. Additional findings pertained to the value of the college support program, the challenges of exercising agency in a patriarchal environment, and the advantages of women’s ways of working for both the employee and the employer. The results of this study have financial implications for women, programmatic implications for colleges, workforce development implications for communities, and employee recruitment and retention implications for manufacturers.
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Williams, Jermaine Francias. "Early College Academic Performance: Studying the Effects of Earning College Credits from Advanced Placement and Dual Enrollment." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/47854.

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Educational Administration
Ed.D.
This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These cohorts of fall 2007 first year and first time college admits comprise students who earned college credits in high school by participation in Credit Based Transition Programs (CBTPs), specifically AP and DE, and students who did not earn college credits during high school. This study has contributed to literature examining the relationship between earning college credits in high school and early college academic performance. CBTPs were created for the benefit of high school students and the K-16 educational system. These programs were specifically created and implemented to introduce students to the rigors of college and ease the academic and social transition from high school to college. Student AP and DE participation increases yearly (The Fifth Annual, 2009; Kleiner & Lewis, 2005) and the first year of college is pivotal in terms of student retention (Astin, 1984; Bailey & Karp, 2003; Bailey, Hughes, & Karp, 2002; Cohen & Brawer, 1996; Coomes & Debard, 2004; Klekotka, 2005; Kuh, 2005; Light, 2001; Pascarella & Terenzini, 2005; Plucker, Chien, & Zaman, 2006; Tinto, 1987). These are the two primary impetuses for studying this phenomenon. This study utilized multiple chi-square, Pearson correlation, multiple regression, oneway ANOVA, and ANCOVA statistical analyses. These analyses provided ample data for answering the research questions. The sample comprised four cohorts of first year, first time college, students entering a large urban research institution in fall 2007. 1) students entering with only Advanced Placement (AP) credits ("AP" cohort), 2) students entering with only Dual Enrollment (DE) credits ("DE" cohort), 3) students entering with both AP and DE credits ("AP and DE" cohort), and 4) students entering with no college credits ("Non AP and/or DE" cohort. Statistical analyses presented results showing no statistically significant difference in early college academic performance amongst the cohorts in the study.
Temple University--Theses
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McCauley, David. "The impact of advanced placement and dual enrollment programs on college graduation /." View online, 2007. http://ecommons.txstate.edu/arp/206/.

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Rosasco, Margaret E. "Factors associated with success in college Calculus II." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/19.

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Students are entering college having earned credit for college Calculus 1 based on their scores on the College Board's Advanced Placement (AP) Calculus AB exam. Despite being granted credit for college Calculus 1, it is unclear whether these students are adequately prepared for college Calculus 2. College calculus classes are often taught from a more theoretical perspective rather than AP Calculus courses taught in high schools, and many students who enter college mathematics with Calculus 2—who possess AP credit for Calculus 1—have found the theoretical perspective of college Calculus 2 courses to be overwhelming. Consequently, these students have not performed well in Calculus 2. This has led to a belief that students with AP Calculus credit for Calculus 1 do not perform as well in college Calculus 2 in comparison to their peers who earned credit for college Calculus 1. Simultaneously, a contradicting belief exists: Students with AP Calculus credit for college Calculus 1 are the strongest students in college Calculus 2, outperforming their peers. The goal of this quantitative study was to compare the learning outcomes of students in college Calculus 2 of students with and without AP Calculus AB credit for college Calculus 1. In analyzing the data, four distinct entry points into college mathematics on a path to college Calculus 2 were identified: Calculus 2 having earned credit for Calculus 1 by means of the AP Calculus AB, Calculus 1 despite having taken AP Calculus in high school, Calculus 1 having not taken AP Calculus in high school, and Pre-Calculus. Each of these entry points were analyzed to identify measures of success in high school and college which are associated with success in college Calculus 2. The results of this study suggest that students with AP Calculus credit for college Calculus 1 do outperform their peers in Calculus 2. Furthermore, the higher the entry point into college mathematics, the better a student is likely to do in Calculus 2. Measures of success that were found to be positively associated with success in Calculus 2 include high school cumulative grade point average and college Calculus 1 grade. A measure that was found to be negatively associated with Calculus 2 success was the number of times a student repeated Calculus 1 prior to enrolling in Calculus 2.
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Dulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.

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The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.
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Makara, Christina. "The relationship between language experience, language of narration, and communicative development in novice, advanced non-native, and advanced native Spanish speakers at the college level /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767224590072.

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Dresen, Julie Anne. "Assessing local industry needs for the Gateway Technical College IBM Advanced Career Education program." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dresenj.pdf.

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Books on the topic "Bendigo College of Advanced Education"

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New York University. Expository Writing Program, ed. The advanced college essay: Education and the professions. 3rd ed. New York: Learning Solutions, 2010.

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Reading between the lines: Advanced college reading skills. New York: Pearson/Longman, 2006.

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Smith, Stephen S. State of Washington advanced college tuition payment plan: Business plan proposal. Olympia, Wash: Higher Education Coordinating Board, 1998.

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Smith, Stephen S. State of Washington advanced college tuition payment plan: Business plan proposal. Olympia, Wash. (917 Lakeridge Way, PO Box 43430, Olympia 98504-3430): Higher Education Coordinating Board, 1998.

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Luton College of Higher Education. Prospectus: Advanced full-time and sandwich courses. Luton: The College., 1987.

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Ten steps to advanced reading. West Berlin, NJ: Townsend Press, 2007.

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Heidi, Byrnes, and Maxim Hiram H, eds. Advanced foreign language learning: A challenge to college programs. Boston, MA: Thomson/Heinle, 2004.

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Willingham, Warren W. Four years later: A longitudinal study of advanced placement students in college. [Princeton, N.J.]: College Entrance Examination Board, 1986.

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1959-, Hirsch Thomas M., Subhiyah Raja G. 1941-, and ERIC Clearinghouse on Tests, Measurement, and Evaluation., eds. Issues in college placement. Washington, DC: ERIC Clearinghouse on Tests, Measurement, and Evaluation, American Institutes for Research, 1990.

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Bebbington, Warren Arthur. College library service for music courses: A report prepared for the Library, South Australian College of Advanced Education. [Brisbane]: The College, 1985.

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Book chapters on the topic "Bendigo College of Advanced Education"

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Liao, Thomas T. "Pre-College Technology Education and Instructional Technology: Preparing Students for the Workplace." In Integrating Advanced Technology into Technology Education, 127–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-76768-5_10.

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de la Fuente, María J. "Problem-Based Pedagogy for the Advanced College Language Curriculum." In Education for Sustainable Development in Foreign Language Learning, 65–84. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-6.

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Devarajan, Muralidhar, and Kanchana Jeganathan. "PSG College of Technology and the PSG Institute of Advanced Studies, India." In Internationalising Programmes in Higher Education, 151–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-106.

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Zhu, Nanli, Yu Yao, Jianbo Fan, Yongping Zhang, Meng Zou, and Peng An. "Phased Experimental Teaching in the College Course of Computer and Information Technology." In Advanced Research on Computer Education, Simulation and Modeling, 107–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21802-6_18.

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Limond, David. "Advanced Education for Working People: The Catholic Workers’ College, a Case Study." In Essays in the History of Irish Education, 339–58. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_13.

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Gang, Li. "The Study on College Sports Education Reform Based on the Learning Organization Theory." In Advanced Research on Computer Education, Simulation and Modeling, 186–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8_31.

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Jianguo, Luo, and He Maoyan. "College Students’ Career Planning Education Should Be Valued and Enhanced." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 359–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_46.

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Wang, Li, and Aijing Li. "Research on Morality Education in Wushu Teaching in University and College." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 843–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_113.

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Shi, Tao, Ligang Ma, and Zhijie Xing. "Application of CAI in the Teaching of Physical Education in College." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 429–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_56.

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Jia, Wang, and Dai Yanjun. "Influence of New Media Technologies on College Students’ Ideological and Political Education." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 465–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_61.

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Conference papers on the topic "Bendigo College of Advanced Education"

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"The Music Education in College Quality Education." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.002.

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Mengqiang, Cao. "Applications of Smartphone in College Education." In 2015 3d International Conference on Advanced Information and Communication Technology for Education (ICAICTE-2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icaicte-15.2015.18.

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"Theoretical Research on College Students' Creative Quality Education." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.021.

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Abrate, Serge, Jefferson F. Lindsey, Alan Weston, Jon Rivers, and William Dill. "Advanced Technological Pre-College Education Program in Composite Manufacturing." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0636.

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Abstract This article describes a National Science Foundation sponsored project to promote technological education with a focus on composites manufacturing. This project has four components: (1)the promotion of careers in Technology to students in grades 7–11; (2) summer camps for students grades 7–11; (3) short courses for high school teachers; (4) developing new courses at the undergraduate level. For each component of the project, a rationale, detailed content, delivery methods, and assessment methods will be discussed. Experience indicates a need to reach secondary school students to make them aware of careers in Technology and related educational opportunities at two-year and four-year institutions and to present a positive and attractive image of the field. Our efforts are directed towards students in grades 7–11. To reach a maximum of students in a large geographic area using several approaches: 1. Presentations using distance learning facilities that allow interactive audio/video presentations at different sites. Faculty members on campus can communicate with six or more sites simultaneously and present computer-based materials, videos, and conduct live demonstrations. 2. School visits. Many schools do not have access to site for interactive video presentations. 3. A web site developed for the project contains regularly updated information about the project, information about composite materials, and the field of technology. Interested parties can register for various programs by filling out the appropriate forms on the web. 4. Special events such as National Engineers Week and Open House Days are used to establish personal contacts. This paper describes how the presentations are delivered, their contents, and how effective they are in promoting a positive image of technology. Another important component of this project is that each institution offers summer camps for students in grades 7–11 and short courses for high school teachers. Each of these activities concentrate on one specific technical area and offer both a general view of that area and how it can lead to rewarding careers in industry, and direct hands-on experiences.
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Yang, Dongchang. "Art Education and College Students’ Ideology Education Method under Information Technology." In 2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE). IEEE, 2020. http://dx.doi.org/10.1109/cipae51077.2020.00036.

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"The Focus of College Counselors'Ideological and Political Education for College Students in the Context of the New Era." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.037.

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"The Importance of Grammar Teaching at College." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.127.

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"Research on Strategies That How to Cultivate the Intercultural Communicative Competences of College Students in College English Teaching." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.056.

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"Study on College Students' Entrepreneurship Education and Entrepreneurship Consciousness." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.078.

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"Research on the Cultivation of College Students' Legal Awareness." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.109.

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Reports on the topic "Bendigo College of Advanced Education"

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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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