Relevant bibliographies by topics / COLLEGE CLASSES

Academic literature on the topic 'COLLEGE CLASSES'

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Published: 11 September 2023

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Journal articles on the topic "COLLEGE CLASSES"

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Wang, Yicheng. "A Brief analysis of the Division of Labor Between College Counselors and Class Teachers." International Journal of Education and Humanities 7, no. 2 (February 28, 2023): 9–12. http://dx.doi.org/10.54097/ijeh.v7i2.5251.

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Homeroom teachers and counselors, as the main educators and organizers of college students' classes, play a crucial role in the collective construction of college students' classes and the generation of college talents. All colleges and universities have introduced relevant policies and regulations for the ideological and political education of college students and daily student management, and most colleges and universities have implemented the dual-track student management mode of counselor + class teacher. This paper will take Jiujiang University as an example to investigate the division of labor mode of counselor + class teacher in each secondary college, and combine the number of students, major Settings, and teacher conditions. The paper analyzes the scientificity and rationality of the division of labor mode between counselors and class teachers and puts forward some suggestions for improving the division of labor mode between different classes of counselors and class teachers.
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Agarwal, Dr Alok, and Dr Sandhya Vaid. "How to improve attendance of degree college students in post pandemicera." International Journal of Multidisciplinary Research Configuration 2, no. 3 (July 28, 2022): 8–13. http://dx.doi.org/10.52984/ijomrc2302.

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Various academic programs are run in degree colleges. Students select a program for award of certificate/diploma/degree. Degree colleges are affiliated either to state or central university. Certain minimum marks or grade is necessarily required to obtain for the award of degree which depends upon the performance of degree college students in internal/external examination. To appear in examination a bare minimum attendance is required by the student. Students having attendance below threshold mark are not permitted to appear in evaluation tests. Threshold attendance (Tatt) may vary from college to college or affiliated universities. Generally Tatt vary from 60-85 %. Some degree colleges allow grace in Tatt to students on medical grounds. [1-3] Covid pandemic emerged with new style of teaching i.e online classes. Students are not required to appear in degree college or attend classes. Instead students login their computers/laptops/mobiles for learning. Previous system is now called offline and new system is called online. Whichever was the system the students use to attend regular classes to gain subjective or practical knowledge through teacher-student interaction. However data collected from 277 students of 2019 undergraduate (UG) batch of Chinmaya Degree College Haridwar (CDC) revealed that attendance of students both in offline and online classes declined after post Covid time. Paper discuss the reasons for declining attendance and ways to improve attendance of students in a degree college. [4-6] Key Words : Attendance, Pandemic, Offline, Online, Threshold attendance
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Bower, B. "College Classes Spur Lifelong Math Memory." Science News 138, no. 24 (December 15, 1990): 375. http://dx.doi.org/10.2307/3975037.

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Sadker, Myra, and David Sadker. "Ensuring equitable participation in college classes." New Directions for Teaching and Learning 1992, no. 49 (1992): 49–56. http://dx.doi.org/10.1002/tl.37219924906.

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BARNEY, David, and Kelsey Higginson. "Student Voices for Why College Students’ Take Physical Activity Classes When it is not required for Graduation." Asian Journal of Physical Education & Recreation 23, no. 1 (June 1, 2017): 6–14. http://dx.doi.org/10.24112/ajper.231764.

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The time in college is a time to prepare to go out into the world and be a contributing member of society. Typically, a college education should take four years to complete. Many colleges are eliminating the physical activity requirement for graduation, hoping that it will aid the student in graduating in a timely manner. Yet, students still take physical activity classes while working towards graduation. For this study 420 college students (235 males & 185 females) participated in this study. Students in physical activity classes at a private university of the western United States completed a survey in regards to why they take physical activity classes even when it is not required for graduation.The surveys asked the student’s respond and explain why they are taking physical activity classes. Generally, it was found that students take physical activity classes to have fun along with other reasons.
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Chen, Chen, Stuart Jeckel, Gerhard Sonnert, and Philip M. Sadler. "“Cowboy” and “Cowgirl” Programming: The Effects of Precollege Programming Experiences on Success in College Computer Science." International Journal of Computer Science Education in Schools 2, no. 4 (January 31, 2019): 22–40. http://dx.doi.org/10.21585/ijcses.v2i4.34.

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This study examines the relationship between students' pre-college experience with computers and their later success in introductory computer science classes in college. Data were drawn from a nationally representative sample of 10,197 students enrolled in computer science at 118 colleges and universities in the United States. We found that students taking introductory college computer science classes who had programmed on their own prior to college had a more positive attitude toward computer science, lower odds of dropping out, and earned higher grades, compared with students who had learned to program in a pre-college class, but had never programmed on own, or those who had never learned programming before college. Moreover, nearly half of the effect on final grades was mediated by a positive attitude toward computing.
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Farooqi, Muhammad Tahir Khan, Hafiz Muhammad Ather Khan, and Ghulam Qambar. "Cost Effectiveness of Teachers Working at Government and Private Colleges." Global Social Sciences Review III, no. II (June 30, 2018): 343–55. http://dx.doi.org/10.31703/gssr.2018(iii-ii).19.

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The paper analyses cost and effectiveness of academic staff working at government and private colleges district Bahawalpur. Therein, it focuses, (a) comparison of cost between private and Government Colleges, (b) finding the sector which readily adopts new trends in education through costeffectiveness, (c) evaluates the use of resources in government and private college in terms of quality efficacy, and (d) compare the achievement in education in government and private sector by utilizing cost-effectiveness analysis. Survey approach was used for data collection. So, two separate questionnaires were developed on a five point Likert scale. Cost and effectiveness in government and private college were then reviewed. The sample was selected from the universe of teachers and Parents of Bahawalpur district. Data were then analysed and presented through means and t-test. Major findings of the study indicated government college teachers’ salary fall between 50,000 to 100,000 and private college salary 20,000 to 50,0000. Majority of teachers in both sectors teach undergraduate and graduate level classes. Very few teachers teach higher level classes. Government college teachers show more flexibility in their behaviour as claimed by respondents, than their private counterparts. Private college did superior work in the category of ethic than Government College. It is observed that private college teachers encourage the students learning by doing in the classroom more than Government College.
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Urkude, Nainsi. "Live College Classes & Assessment based System." International Journal for Research in Applied Science and Engineering Technology 9, no. 5 (May 31, 2021): 1317–20. http://dx.doi.org/10.22214/ijraset.2021.34438.

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Sexton-Radek, Kathy. "College Student Sleep Quality Following Sleep Classes." Health 12, no. 10 (2020): 1409–14. http://dx.doi.org/10.4236/health.2020.1210102.

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Bykerk-Kauffman, Ann. "Using Cooperative Learning in College Geology Classes." Journal of Geological Education 43, no. 4 (September 1995): 309–16. http://dx.doi.org/10.5408/0022-1368-43.4.309.

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Dissertations / Theses on the topic "COLLEGE CLASSES"

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Lee, Jenny. "Self Regulation in College-Level Mathematics Classes." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/hmc_theses/113.

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This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. Results of this study suggest a possible question to consider in reforming mathematics education for a more equitable environment in postsecondary mathematics classrooms.
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Haber, Marian Wynne. "Ability Grouping in College Beginning Media Writing Classes." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330684/.

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The problem with which this investigation is concerned is that students of unequal writing ability are frequently placed in the same beginning media writing classes in college journalism. It is difficult for a teacher to be effective when the ability of the students ranges from those who cannot write clear complete sentences to others whose work already appears in newspapers and magazines. The purpose of this study is to determine whether students who are ability grouped into slow—average and advanced groups do the same, better, or worse than heterogeneously grouped students. In the spring semester of 1987, students in Journalism 1345, Media Writing laboratory, at the University of Texas at Arlington, were given a pretest to determine how well they wrote a simple news story and a simple feature story. On the basis of that test, which was graded by three raters, the students were placed in two separate ability groups in three classes. The fourth class contained students with heterogeneous abilities who were not placed in groups. At the end of the semester a posttest was given in news and feature writing. A two-way analysis of variance was used to analyze the posttest scores of sixty-seven students. There was no significant difference in the posttest scores of students who were grouped homogeneously and those who were grouped heterogeneously. The difference in the scores of heterogeneously grouped advanced students and homogeneously grouped advanced students was not significantly different from the difference between the posttest scores of heterogeneously grouped slow-average students and homogeneously grouped slow-average students.
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Tulloch, Denton. "Determinants and effects of the learning environment in college classes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2203.

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This study investigated sex, age, and ethnicity as determinants of classroom environment, as well as the effects of classroom environment on student attitudes at an urban two-year or junior college in Florida, USA. The sample consisted of 544 students in 29 classes that were randomly chosen.The Constructivist Learning Environment Survey (CLES) was used to assess the way in which students perceived their classroom environment, whereas a modified version of the Enjoyment of Science Lessons scale from the Test of Science-Related Attitudes (TOSRA) was used to assess students’ attitudes toward the subject taught in the classes surveyed. Data analyses supported the CLES’s factorial validity, internal consistency reliability, and its ability to differentiate between classrooms when used with adult learners in a post-secondary setting. Similarly, results from analyses conducted on the revised TOSRA scale revealed satisfactory internal consistency reliability.A three-way MANOVA for sex, age and ethnic differences in classroom environment perceptions and enjoyment revealed that: females enjoyed their classes significantly more than did males; students 25 years and older had higher Shared Control and Enjoyment scores, but lower Student Negotiation scores, than did students younger than 25 years; and there were no significant differences between African-Americans and students of other ethnicities for any learning environment scale or for enjoyment. A large effect size of 0.88 standard deviations, suggesting an educationally important sex difference, was found for the attitude scale. However, effect sizes of modest magnitude, ranging from 0.21 to 0.29 standard deviations, were found for age difference.Past research was replicated in that positive and statistically significant bivariate and multivariate associations were found between students’ enjoyment of classes and their perceptions of classroom learning environment. In particular, students enjoyed their classes more when there was a greater emphasis on Shared Control and Student Negotiation. In other words, students responded more positively when they perceived that they had a role to play in the design and management of the learning environment, as well as when opportunities existed for them to explore among their peers the viability of newly developing ideas.Overall, my results suggest that the CLES and the TOSRA are valid and reliable instruments that researchers can use with confidence to measure adult students’ perceptions of learning environment and attitudes, respectively, in the two-year college setting. While no significant sex difference was found for any learning environment scale, females enjoyed their classrooms more than did males. Relative to younger students, older students had higher Student Negotiation and Enjoyment scores. A possible implication is that teachers should make classrooms more appealing and enjoyable to males, while making younger adults feel a greater sense of inclusion in their classrooms.
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Baker, Bemmel Mirella G. "Cheating in Online Classes: A Preliminary Investigation." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/37.

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Cheating in Online Classes: A Preliminary Investigation, Mirella Baker Bemmel, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Cheating, Online, Academic Integrity, Community College, Safeguards This applied dissertation was an inquiry into the phenomenon of cheating among students who take their classes online. There is a common perception that cheating is rampant in online classes and the Southern Association of Colleges and Schools, the accreditation association in the South, implemented policies, which mandate stricter monitoring of students. In turn, colleges have reevaluated or implemented integrity policies, but there is inconsistent enforcement of said policies. Online faculty at three Florida community colleges were invited to complete a modified version of the Academic Integrity Survey, which provided insights into their perception of cheating, their awareness and enforcement of institutional policies regarding cheating and safeguards used or desired. The survey was followed up with an eight-member focus group discussion, and the results were triangulated. An analysis of the data revealed that faculty is uncertain about the extent of cheating at their college, but most take action once they discover an instance of cheating. Their reaction to cheating may not necessarily be in line with the institutional policy although they are aware of the required steps. Different safeguards are used to protect the integrity of their courses, but there is an apparent lack of knowledge about available safeguards and their use.
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Coomes, Jacqueline Rene. "Relationships between community, interactions, and ways of knowing in college precalculus classes." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Fall2006/J_Coomes_112206.pdf.

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Williamson, Kathryn, Edward E. Prather, and Shannon Willoughby. "Applicability of the Newtonian gravity concept inventory to introductory college physics classes." AMER ASSOC PHYSICS TEACHERS, 2016. http://hdl.handle.net/10150/616996.

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The study described here extends the applicability of the Newtonian Gravity Concept Inventory (NGCI) to college algebra-based physics classes, beyond the general education astronomy courses for which it was originally developed. The four conceptual domains probed by the NGCI (Directionality, Force Law, Independence of Other Forces, and Threshold) are well suited for investigating students' reasoning about gravity in both populations, making the NGCI a highly versatile instrument. Classical test theory statistical analysis with physics student responses pre-instruction (N = 1,392) and post-instruction (N = 929) from eight colleges and universities across the United States indicate that the NGCI is composed of items with appropriate difficulty and discrimination and is reliable for this population. Also, expert review and student interviews support the NGCI's validity for the physics population. Emergent similarities and differences in how physics students reason about gravity compared to astronomy students are discussed, as well as future directions for analyzing the instrument's item parameters across both populations. (C) 2016 American Association of Physics Teachers.
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Tsai, Hui-Ju. "Exploring college students' motivational beliefs in ability-grouped English classes in Taiwan." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11312/.

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According to research on social-cognitive theory, motivation can be defined as a way of belief in one’s own competence, to value the task and further to achieve the set goals. Researchers have suggested a direct link between motivation beliefs and student achievement. In order to understand whether the motivation beliefs of students would be different in an EFL ability grouping context, this study examined an integrated motivation model including instrumentality, achievement goal, self-efficacy, expectancy-value, attribution, and self-regulation amongst three different ability groups at one university in Taiwan. Participants were grouped in three different level based on their pre-test scores: advanced level group, higher-intermediate level group and intermediate level group. Their academic achievements were demonstrated comparing their attitude towards ability grouping with their perception of the motivation variables. The purpose of this research is to discover whether ability grouping setting is beneficial for both student motivation and performance in EFL classes. In a survey study, 681 college students in a first-year undergraduate English course completed a motivation questionnaire. The results of this study revealed that student instrumentality, achievement goal, expectancy-value, self-efficacy and self-regulation are significantly positively correlated with their attitudes in an ability grouping context. Linear regression analyses demonstrate that expectancy-value was the strongest predictor of students’ post-test scores, and there are other predictors such as student level and their perception of attributions. However, self-efficacy, performance goals, and self-regulation were not significant predictors to student academic performance in the integrated model. In addition, the study revealed a preference of mastery goals for students in higher ability groups and a preference of attributions for lower-achieving group. However, there were no differences in instrumentality, performance goals, and self-regulation amongst the three ability groups, suggesting that students at ability grouping classes are no difference in the motivational belief of instrumental goal, performance goals and self-regulation. By contrast, there were differences in student motivation in attitudes, instrumentality, expectancy-value, mastery goal, self-efficacy and mastery goals in an ability grouping class. Consequently, the findings suggest teachers should be encouraged to create an environment where developing student motivation is encouraged in order to develop further the achievement rate within the confines of an EFL ability grouping class.
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Joslin, Eric B. "Perceptions college-bound seniors at Campbellsport high school have of technology education classes and factors influencing participation in those classes." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005josline.pdf.

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Lewellen, Mary J. "Working the second shift : perceptions of part-time faculty teaching evening classes at a Midwest community college." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536750.

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Cen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.

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Books on the topic "COLLEGE CLASSES"

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Gedalof, Allan J. Teaching large classes. Halifax, N.S: Published and distributed on behalf of Society for Teaching and Learning in Higher Education by Office of Instructional Development and Technology, Dalhousie University, 1998.

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University of Maryland (College Park, Md.). Summer sessions ... schedule of classes. College Park, MD: University of Maryland, 2003.

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Meter, Jean Van. Academic credit for ESL classes? Washington, D.C: U.S. Department of Education, Office of Educational Research and Improvement, 1990.

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Timpson, William M. Teaching and performing: Ideas for energizing your classes. 2nd ed. Madison, WI: Atwood Pub., 2002.

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M, Timpson William, ed. Teaching and performing: Ideas for energizing your classes. Madison, Wis: Magna Publications, 1997.

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A, Stanley Christine, and Porter M. Erin, eds. Engaging large classes: Strategies and techniques for college faculty. Bolton, Mass: Anker Pub. Co., 2002.

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Carbone, Elisa Lynn. Teaching large classes: Tools and strategies. Thousand Oaks, Calif: Sage Publications, 1998.

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1947-, Weimer Maryellen, ed. Teaching large classes well. San Francisco: Jossey-Bass, 1987.

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Bowman, Dean R. 20 exciting plays for medieval history classes. Portland, ME: J. Weston Walch, 1992.

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Chen, Xianglei. Instructional faculty and staff in higher education institutions who taught classes to undergraduates: Fall 1992. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, Postsecondary Division, 2000.

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Book chapters on the topic "COLLEGE CLASSES"

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Gill, C. M. "Select Your Classes and Professors Wisely." In College Success for Adults, 87–97. New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003030324-9.

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Zimmer, Timothy, and Shaun R. Harper. "Fake “Paper Classes” at UNC Chapel Hill." In Scandals In College Sports, 96–101. New York, NY London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315737225-11.

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Hodges, Linda C. "Student Engagement in Active Learning Classes." In Active Learning in College Science, 27–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_3.

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Ha, Ilkyu, Jason J. Jung, and Chonggun Kim. "Influence of Twitter Activity on College Classes." In Computational Collective Intelligence. Technologies and Applications, 612–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40495-5_61.

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Fan, Ling. "How College Counselors Can Manage Classes Effectively." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 54–60. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_8.

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Pai, Aditi. "Social Media as a Tool for Teaching Large Enrollment Science Classes." In Active Learning in College Science, 655–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_40.

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Lian, Junda, Bo Zhang, Xiaoyang Gong, and Linpeng Ban. "Cluster Analysis of College Students’ Online Classes Experience." In Artificial Intelligence in Education and Teaching Assessment, 57–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6502-8_6.

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Silvia, Paul J., Peter F. Delaney, and Stuart Marcovitch. "Succeeding in your classes." In What psychology majors could (and should) be doing: A guide to research experience, professional skills, and your options after college., 33–41. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15965-004.

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Goldberg, Merryl. "Teaching and Learning in Higher Education Music Classes: It Don’t Mean a Thing If It Ain’t Got That Swing." In Problem-Based Learning in the College Music Classroom, 15–24. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351265249-2.

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Li, Ming, Brett D. Jones, Gaigai Cao, and Dachao Wang. "The Effects of Edutainment Strategies on Student Motivation and Engagement in College EFL Classes." In Transactions on Edutainment XVI, 3–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-61510-2_1.

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Conference papers on the topic "COLLEGE CLASSES"

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Zolotov, Aleksandr I. "TESTING EXPERIENCE IN GEOGRAPHY CLASSES." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-100-101.

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Min, Han. "Cooperative Learning Applied in College English Reading Classes." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and Technology Publications, 2015. http://dx.doi.org/10.5220/0006022902280232.

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Wang, Jinzhuang. "On the Teaching Methods of College Basketball Playing Classes." In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997886.

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Zhang, Jieping, Yao Wu, Zhangyao Li, Xueqin Zhou, Shudan Feng, and Xiaoyan Cao. "Psychological Attribution Analysis of Medical College Students Skipping Classes." In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emehss-18.2018.125.

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Johnson, Christopher, Paul C. Inkenbrandt, Matt Affolter, and Cam Mosher. "OPENGEOLOGY.ORG: A FREE TEXTBOOK FOR COLLEGE-LEVEL INTRODUCTORY GEOLOGY CLASSES." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-307489.

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Chen, Youjie, and René F. Kizilcec. "Examining Sources of Variation in Student Confusion in College Classes." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3405939.

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Huilan, Wu. "Research on College English Teaching Model of Online Live Classes." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.050.

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Pilatti, Angelina, Adrian Bravo, Yanina Michelini, Gabriela Rivarola Montejano, and Ricardo Pautassi. "Contexts of Marijuana Use: A Latent Class Analysis among Argentinean College Students." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.23.

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Background: Substance use and the association between substance-related variables and outcomes seem to be context dependent. We employed Latent Class Analysis (LCA), a person-centered approach, to identify distinct subpopulations based on contexts of marijuana use. We also examined whether the resulting classes differ in a set of marijuana-related variables that hold promise as potential targets of interventions. Method: A sample of 1083 Argentinean college students (64% women; M age = 19.73±3.95) completed an online survey that assessed substance use and related variables (motives for substance use, protective behavioral strategies [PBS] and internalization of the college marijuana use culture). For the present study, only data from students that reported last month (i.e., past 30-day) marijuana use (n = 158) were included in the analysis. Participants reported whether or not they used marijuana in different places (i.e., own house, party at home, friends’ house, parties at friends' house, university party, non-university party, bar, dance-club, outside [street, park], or pregaming) or social contexts (i.e., alone, with family members, strangers, boyfriend/girlfriend, close friend, small group of same-sex friends, ≥10 same-sex friends, small co-ed group of friends, ≥10 co-ed friends). Results: LCA identified a 2-classes model for marijuana use context. Class 1 comprised 40% of last-month marijuana users. Students within this class endorsed a high probability of consuming marijuana across different places (e.g., at home, at parties, outdoors) and social contexts (e.g., close friend and in small same sex and coed groups). Participants in Class 2 exhibited a low endorsement of marijuana use across contexts, yet they reported a moderate to high probability of using marijuana with a small group of same-sex friends or with the close friend, at a friend’s home. The two classes significantly differed, as shown by Student’s t, on all marijuana outcomes (i.e., use and negative consequences) and marijuana-related variables (motives, PBS and internalization of the college marijuana use culture). Students in class 2 exhibited significantly less marijuana use, both in terms of frequency and quantity, and less marijuana-related negative consequences than those in class 1. The latter class exhibited more normative perceptions about marijuana use in college, more marijuana use motives -particularly social, coping and expansion motives- and less use of PBS than students in class 2 did. Conclusions: Our findings revealed subpopulations of college students that are heterogeneous regarding contexts of marijuana use, patterns of use and in a number of relevant variables. These distinctive subpopulations require different targeted interventions.
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Li, Ming. "Motivating Students by Visualizing the Learning Process in College English Classes." In 2021 4th International Conference on Pattern Recognition and Artificial Intelligence (PRAI). IEEE, 2021. http://dx.doi.org/10.1109/prai53619.2021.9551038.

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Hewagallage, Dona. "Factors Influencing the Evolution of Self-Efficacy in College Science Classes." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880535.

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Reports on the topic "COLLEGE CLASSES"

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Piazza, Candice. The impact of college speech classes on listening skills of students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2013.

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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, May 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Plinski, Christie. Does AVID Higher Education (AVID HE) Increase Student Term-to-Term Progression, Persistence Toward Credited Classes and Social Capital for First-Generation College Students Placing Into Developmental Education: A Mixed Methods Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6311.

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Ferreyra, Maria Marta, Carlos Garriga, Juan D. Martin-Ocampo, and Angélica María Sánchez Díaz. Raising College Access and Completion: How Much Can Free College Help? Banco de la República de Colombia, February 2021. http://dx.doi.org/10.32468/be.1155.

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Free college proposals have become increasingly popular in many countries of the world. To evaluate their potential effects, we develop and estimate a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion, and an indirect effect in mitigating the risk of not completing a class or not remaining in college. We estimate the model using rich, student-level administrative data from Colombia, and use the estimates to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places a greater risk on students but is precisely this feature that delivers better outcomes. Nonetheless, the modest increase in graduation rates suggests that additional, complementary policies might be required to elicit the large effort increase needed to raise graduation rates.
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Esparza, Schaylee. Mediating Academic Success: Race, Class, Gender and Community College Persistence. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2018.

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Porter, P. A. Nutritional Ways, Means and Myths: Air War College Class 1985. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada159269.

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Moore, Murray E. Moore ME Feb 18 2019 aerosol class for Northern NM College. Office of Scientific and Technical Information (OSTI), February 2020. http://dx.doi.org/10.2172/1601375.

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Brooks, Sidney A., and Sr. The Dental Readiness of the Army War College Students Class of 1999, A Comparison study to the class of 1985. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363356.

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