Relevant bibliographies by topics / Canberra College of Advanced Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

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

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Published: 4 June 2021
Last updated: 4 February 2022

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

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Day, Maxwell F. C., Maxwell J. Whitten, and Don P. A. Sands. "Douglas Frew Waterhouse, C.M.G. 3 June 1916 – 1 December 2000." Biographical Memoirs of Fellows of the Royal Society 48 (January 2002): 459–81. http://dx.doi.org/10.1098/rsbm.2002.0027.

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Doug Waterhouse was a renowned entomologist, a fine scientist and an accomplished administrator. He worked within the Commonwealth Scientific Industrial Research Organisation (CSIRO) Division of Entomology for over 60 years, and was its Chief for 21 years until his retirement in 1981. Doug was responsible for many developments in insect and weed control, both in Australia and around the globe, especially in developing countries across Asia and the Pacific. He not only guided the Division to international prominence, but was also an ardent humanitarian whose work had beneficial effects in many neighbouring countries. Much of his ‘public good’ work was done as an Honorary Fellow (1981–2000). As well as his extensive entomological interests, Doug was active in other areas such as education and community services. He was the foundation Chairman of the Canberra College of Advanced Education and continued as Chancellor when it became the University of Canberra.
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Lipman, Jonathan N. "Islam in Traditional China: A Short History to 1800. By Donald Daniel Leslie. Canberra: Canberra College of Advanced Education, 1986. xii, 247 pp. Illustrations, Notes, Appendixes, Glossaries, Bibliography. N.p." Journal of Asian Studies 46, no. 4 (November 1987): 906–8. http://dx.doi.org/10.2307/2057111.

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Loewe, Michael. "The Chinese-Hebrew Memorial Book of the Jewish Community of K'aifeng. By Donald Daniel Leslie. pp. xliv, 368, illus. Belconnen, ACT 2616, Canberra College of Advanced Education, 1984. A$20.00." Journal of the Royal Asiatic Society of Great Britain & Ireland 118, no. 1 (January 1986): 167. http://dx.doi.org/10.1017/s0035869x00139796.

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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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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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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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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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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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Dissertations / Theses on the topic "Canberra College of Advanced Education"

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Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.

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In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission to enable parents to assist their own children in literacy. The children had previously been identified as experiencing difficulties in acquiring the skills of literacy. The purpose of this study was to evaluate the effects of the parents' intervention on the children's achievements in literacy, and to assess the quality of the programme by examining particular subskills taught in the course. The methods of assessment were also evaluated for their appropriateness for the circumstances. The thirty nine children in the study were the sample of fifty two children for whom there was complete information. Parents of these children began the programme in July 1985 or in March 1986. They attended a course of ten sessions over thirteen weeks in a semester. The following semester they were allocated to a teacher who was a post graduate or fourth year degree student in education, and given individual assistance from six to ten sessions, and longer if necessary. Aspects of oral reading, comprehension, writing and spelling were tested at the beginning of the programme and again in November 1986, and the results compared. Observational records were also kept and changes evaluated. In addition, oral reading was measured at the end of the parents' course, and before individual assistance commenced. Case studies were built up for every child, and the findings grouped to observe the effect of the intervention on the population. The results showed that the programme achieved its aim of giving parents the skills to assist; their own children in the acquisition of literacy. The content of the course and the subskills taught were also justified by the outcomes. Furthermore, the method of evaluation revealed specific and succinct information on which to base the intervention and to monitor progress. The research took place over 18 months, during which time teaching and progress were continual. A longitudinal study over several years would confirm the results of the research.
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Clayton, Peter, and n/a. "User involvement in academic library strategic planning: congruence amongst students, academic staff and libary staff at the Canberra College of Advanced Education." University of Canberra. Library and Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050627.142122.

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The present study attempted to answer two questions: do academic library users have a distinctive and useful input to make to library strategic planning? If they do, what mechanisms will permit them to participate effectively in this planning process? To address these questions research was carried out in two stages at a single institutional site, the Canberra College of Advanced Education. The first of these utilised a structured group discussion process, Nominal Group Technique (NGT). This was used both as an indicator of user planning priorities and as a pilot research technique contributing to the design of a subsequent survey. This survey obtained a response rate of over 90 percent from a sample of 379. The study attempted to establish that academic staff and students do have a worthwhile input to make to planning by testing for congruence between the rankings of library planning priorities of these user groups and the rankings of planning priorities of Library staff. No strong positive correlations were established between the priorities of student groups and Library staff, although in the survey the priorities of academic staff and Library staff were found to be related. These results suggest users do have a worthwhile input to make to library strategic planning. Other tests for congruence were also applied between and within respondent groups, because if a group was found to have different priorities there would be a prima facie case for consulting members of that group as part of the planning process. Both mechanisms used in the present study were considered successful. User surveys have been employed for planning in previous studies with a future-oriented component. However, it appears that this may have been the first formally reported application of NGT to library management. Experience in the present study suggests it is a highly suitable technique for situations such as strategic planning, where generation of ideas or comment on priorities is required. However, an attempt to establish congruence between the results obtained using NGT and those obtained from the survey yielded inconclusive results. It is believed that major changes in the institutional environment were principally responsible for this, although a methodological limitation may also have contributed. The study concludes with suggestions for further research.
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James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.

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The purpose of this research was to discover the extent to which practising registered nurses in the ACT undertake physical assessment. It was also organized to discover the perceived reasons why, in appropriate instances, it was not undertaken and the extent to which certain variables may have influenced its practice or non-practice. It was directed also at discovering the extent to which the practising registered nurse would be prepared to undertake workshops on the subject, so that, if appropriate, a core of registered nurses could be provided to act as the role-models and to create the necessary learning environment in the ACT hospitals and agencies where most of the Canberra College's graduates would find employment. Since the first undergraduate course in nursing was introduced in the tertiary sector, nurse academics have placed significant emphasis on the teaching of the nursing process. It is within the first phase of this process, the assessment phase, that the physical assessment of the patient/client is conducted. Discussions with practising registered nurses and observations, led to some uncertainty as to the extent to which physical assessment was actually being used. A review of the literature showed that no investigation of the matter had been reported in the Australian literature. It was, therefore, proposed to make good this deficiency and to resolve any uncertainty about the extent of use of physical assessment in the ACT. This study was restricted to registered nurses in the ACT where all beginning nurses are educated at the CCAE with a curriculum which includes a comprehensive study of physical assessment. Even so, it is recognized that such studies will only reach a beginning level of competency. In order to ensure that the graduates of these courses extend their competency in physical assessment they need to be able to use these skills in every day nursing practice. This research, therefore, was conducted using a questionnaire which incorporated questions about the use of 36 physical assessment skills. The survey, on a onetime participation basis, was conducted for all registered nurses rostered on a fortnightly period in April 1987. A 66.7% response rate was achieved. The responses were analyzed and the findings, results and recommendations are included in the appropriate sections of this thesis.
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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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Books on the topic "Canberra College of Advanced Education"

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1925-, Crittenden Victor, ed. A catalogue of landscape architecture: The Richard Clough Collection. Belconnen, A.C.T., Australia: Canberra College of Advanced Education Library, 1986.

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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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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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Isakson, Marné B. Learn more & read faster: A handbook of advanced reading strategies for college success. Provo, UT: BYU Academic Pub., 2010.

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Book chapters on the topic "Canberra 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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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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Lindsey, Susan E. "Men of Advanced Views on the Subject of Education." In Liberty Brought Us Here, 129–33. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179339.003.0022.

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On a sunny spring day in 1850, Ben Major takes a walk with the local schoolteacher, Asa Starbuck Fisher. At the top of a knoll, Ben stops and turns to glance back at a piece of land east of the school. He looks at Asa and says, “On that rise, we intend to build a college and we want you to be president.” The school Ben helps found becomes Eureka College, which still exists today. Reflecting the views of its founders, Eureka is only the third college in the nation to admit women on an equal basis with men.
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Conference papers on the topic "Canberra 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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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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6

"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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7

"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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8

"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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"Study on the Training of College Students' Innovative Ability." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.014.

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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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