Relevant bibliographies by topics / Student support

Contents

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

Academic literature on the topic 'Student support'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Student support"

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Kakada, Praveen, Yogesh Deshpande, and Shilpa Bisen. "Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction." Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.

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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.
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Challis, Neil, Mike Robinson, and Mike Thomlinson. "Student support." MSOR Connections 9, no. 1 (February 2009): 38–40. http://dx.doi.org/10.11120/msor.2009.09010038.

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Girton, Carrie, Krista McDonald, and Jamie E. Viars. "Strengthening student support: Offering TRiO Student Support Services in the library." College & Research Libraries News 79, no. 9 (October 4, 2018): 482. http://dx.doi.org/10.5860/crln.79.9.482.

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Many units on campus play a significant role in student success. Individually, these departments provide services and staff to assist students with various aspects of college life. When these entities collaborate, the impact they have is multiplied and can make services more accessible to students. One such partnership, between the library and TRiO Student Support Services (SSS) at the Miami University-Hamilton Campus, is discussed in this article.
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Papworth, Lee. "Intensive Student Support Coordination." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October) (November 4, 2020): 102–7. http://dx.doi.org/10.30688/janzssa.2020.09.

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This pilot project funded by the Student Services and Amenities Fee tested an approach for coordinated support to students with complex, multiple social, health, academic and behavioural needs. Strategies have been designed for effective student participation and access to appropriate services. It was concluded that when working in partnership with students, wraparound support from academic and professional staff increases positive student experiences and outcomes.
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Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya, and Nihan Aslan. "STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.

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Dolan, Alyson Lavigne, and Mary Mccaslin. "Student Perceptions of Teacher Support." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.

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Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning. Research Question We examined students’ responses to pictures of student-teacher interaction to understand how students who attend CSR schools think about motivation and learning. Story analysis was guided by the following questions: How do student stories portray student-teacher interaction? Specifically, what interpersonal supports and opportunities do they describe? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? How do the story characters feel and manage their emotions? Population Students (N = 174) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of student-teacher interaction. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation. Achievement goals of story characters primarily concerned correctness; understanding and volitional engagement also were expressed. Story characters primarily were portrayed as compliant, optimistic, and relatively positive about their interaction with their teacher and their learning. In approximately one third of the narratives, story characters struggled with problems of varied magnitude; however, in half of these stories, characters were able to navigate solutions and overcome negative emotions and obstacles.
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Mansouri, Zoulal. "Students’ Perception of the Student Support Service." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 165–83. http://dx.doi.org/10.37870/joqie.v10i16.232.

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In the last two decades, students’ enrollment in Moroccan higher education has increased, and so has the student attrition phenomenon. To retain students until degree completion, the educational reforms carried out since 1999 have encouraged institutions to provide students with support services but have left institutions free to conceive their support policy. As a result, student tutoring and coaching have become popular in some universities. The purpose of this paper is to investigate these two types of support from the students’ perspective and the student support service they need. First, these types of support are described briefly. Second, it is demonstrated through a survey and a pilot project on students’ perception of the student support services in a higher limited admissions institution that students’ needs go beyond academic tutoring. Coaching, as psycho-social support, is gaining students’ interest.
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Eriksson, Andreas, Fia Börjeson, and Carl Johan Carlsson. "Sustainable Writing Support:." Educare - vetenskapliga skrifter, no. 1 (September 28, 2021): 9–26. http://dx.doi.org/10.24834/educare.2021.1.2.

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Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic and discipline-specific writing. It may also be difficult to align such support with principles associated with effective learning. In this paper, we present the design of the bachelor thesis writing support for students at a university of technology. The support is delivered by a communication division and reaches approximately 900 students each year. The paper describes the principles guiding the design and use results from a student survey to illuminate the challenges and affordances of the approach. The survey results show that students appreciate the module and its focus on dialogic feedback, student engagement and student activity. Our results also show that one of the challenges for some students is to negotiate advice from multiple sources, primarily content supervisors and writing staff. Despite such challenges, the design is an example of a sustainable, large-scale writing module based on research on feedback and learning.
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Keeling, Stuart. "Student life - Key to student support." Nursing Standard 23, no. 38 (May 27, 2009): 61. http://dx.doi.org/10.7748/ns.23.38.61.s49.

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A., Krishnamoorthy. "Student Support System in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.

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Dissertations / Theses on the topic "Student support"

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Day, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.

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The lived experiences of Australian Young Adult Carers (YACs) are underresearched, particularly in relation to the educational implications of caregiving on their university experiences. As a consequence of this gap, student-YACs remain largely unrecognised and unsupported in both carer recognition and student equity support policy and practice. In response to these problems—together with my own experiences as a YAC while attending university—the aim of this research was to explore the educational experiences and support needs of university student-YACs, from their perspective as well as those of wider stakeholders, including carer associations and universities. To achieve this research aim, I designed the YACU-Student Experience Framework (YACU-SEF). The YACU-SEF, informed by my analysis and subsequent synthesis of pertinent theoretical notions and structures, provides a holistic conceptualisation of YACs’ university student experiences. Comprising two parts, a base model and an outer structure, the YACU-SEF draws upon three individual student development frameworks and two social theories to provide a conceptual, operational and analytical framework that can be used to investigate student-young adult caregiving.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.

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Thesis advisor: Lauri Johnson
Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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Pinkney, Christopher, and Christopher Pinkney. "The Student-Guided Supports Curriculum." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12548.

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This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed.
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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.

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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Symonds, Ria. "Evaluating student engagement with mathematics support." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/14435.

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This thesis reports the findings of quantitative and qualitative research to evaluate the effectiveness of mathematics support and to examine the issue of student engagement in relation to its effectiveness. Usage data regarding Loughborough University's Mathematics Learning Support Centre was analysed to understand which students make use of the support and the extent of that usage. It was found that the majority of students who need mathematics support were not accessing the resources. Rich contextual data were gathered by interviews and focus groups, which indicated that a number of barriers had prevented students from initially using the support. However, whilst some students overcame these barriers to become regular users of the support, other students (who were 'at risk' of failing the mathematical component of their courses) did not. Students who were 'at risk' and had not accessed the support lacked the motivation to engage with mathematics and the available support. This thesis also evaluated the effectiveness of a proactive support initiative involving small group teaching. Despite encouraging students to engage with mathematics support, since they did not have to take the initiative themselves, it was revealed that a lack of student engagement had had a profound effect on the success of this support. Qualitative data was analysed to provide an insight as to why students had failed to engage with the initiative. Constructs of students' attitudes towards mathematics and their learning approaches were investigated. In particular, it was found that students who engage with mathematics support are generally well-motivated and cognitively engaged. These students held generally positive attitudes towards mathematics and deployed metacognitive learning strategies by regularly monitoring and directing their learning in order to achieve their high educational aims. This study ... has implications both for research and practice. From a practical perspective, it appears that mathematics support has moved from one of remedial support to one of enhancement. It is recommended that action should be taken to provide extrinsic motivation to encourage engagement with the support. However, from a research perspective, a more rigorous investigation of the students' attitudes and learning approaches and how these constructs relate to their levels of engagement with mathematics support would be useful. Further information in this area could be used to provide further quantification of the efficacy of mathematics support.
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Nelson, Robert E. 1945. "Homecourt: A Nondirective Student Support Group." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279264/.

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Fryer, Lizelle. "Student support officers' perceptions of student support provision in Technical and Vocational Education and Training (TVET) colleges." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95992.

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Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector.
AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.
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Goans, Christian R. R. "Racial/Ethnic Differences in Social Support." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799548/.

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Despite a substantially greater risk factor profile, Hispanics in the United States (US) consistently demonstrate better health outcomes compared to their non-Hispanic White counterparts, an epidemiologic phenomenon termed the Hispanic Mortality Paradox. Emerging hypotheses suggest cultural values regarding relational interconnectedness and social support may help to explain these surprising health outcomes. The present study sought to inform these hypotheses via two aims: the first was to examine racial/ethnic differences in perceived social support, and the second was to examine the relationship between acculturation and perceived social support among Hispanic college students. Non-Hispanic White, non-Hispanic Black, and Hispanic college students (N = 330) completed an online survey for course credit. Contrary to expectations, no racial/ethnic differences in perceived social support were observed, nor was an association between acculturation and perceived social support evident among the sampled Hispanic students. The limited sample size, homogeneity in social support levels across groups, and the restricted range of age and acculturation may have obscured relationships that may exist outside the college environment. Future work should consider a more heterogeneous sampling strategy to better assess these associations.
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Munguia, Marina. "The Impact of Parental Support on Social Work Students' Well-Being." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/843.

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The purpose of this study was to determine the effects of parental support on social work students’ well-being. This study assessed social work students’ perspectives on perceived social support, financial support and the relationship between student stress levels and depression levels. The data was collected using quantitative surveys and was analyzed using Statistical Package for the Social Science (SPSS). A total of 64 students participated in the study. Results concluded that there was no relationship between parental financial support, parental social support, depression levels, and stress levels were not statistically significant. The study also revealed that parents did not contribute financially to social work students. It was also found that friends played a bigger role in social work students life compared to family. The study recommends increases educational materials on stress and depressive symptoms, training, support from staff, and a one-time mandatory mental health counseling session.
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Books on the topic "Student support"

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Huijser, Henk, Megan Kek, and Fernando F. Padró, eds. Student Support Services. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4.

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David, Larry M. Gaining support for student success courses. 3rd ed. Rapid City, SD: College Survival, 1993.

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Pilcher, Nick, and Kendall Richards. Enhancing Student Support in Higher Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81724-4.

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Council, Further Education Funding. Individualised Student Record (ISR): College support manual. London: The Council, 1995.

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Jaquie, Daniels, ed. Developing student support groups: A tutor's guide. Aldershot, Hampshire, England: Gower, 1998.

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Panel, Liberal Education. 16 years and then: Student financial support. London: Liberal Education Panel, 1985.

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Thornton, Malcolm, and Great Britain. Student Support. Stationery Office Books, 1992.

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University of the State of New York., ed. Student support services. Albany, N.Y: University of the State of New York, State Education Dept., 1992.

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Student Support Manual. Pearson Education, Limited, 1998.

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Student Support Services. Springer Singapore Pte. Limited, 2022.

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Book chapters on the topic "Student support"

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. "Student Support." In Improving Discipline-Based Undergraduate Medical Curriculum, 167–73. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_12.

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Dale, Naomi F., Jennifer Loh, Laurie Poretti, Scott Nichols, and Scott Pearsall. "A Digital Student Journey: Supporting Students in an Age of Super Complexity." In Student Support Services, 1–17. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_20-2.

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Dale, Naomi F., Jennifer Loh, Laurie Poretti, Scott Nichols, and Scott Pearsall. "A Digital Student Journey: Supporting Students in an Age of Super Complexity." In Student Support Services, 1–17. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_20-1.

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Hughes, Gareth, and Tamsin Bowers-Brown. "Student Services, Personal Tutors, and Student Mental Health: A Case Study." In Student Support Services, 1–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_23-2.

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Jackson, Louise H., and Hazel Bothma. "Developing an Engagement-Focused Learning Support Service Within a Conservatoire Context." In Student Support Services, 1–14. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_24-2.

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Ashmore, Tracey. "“Remedial,” Development, and Business: Three Opposing but Coexisting Approaches to Academic Student Support." In Student Support Services, 1–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_8-1.

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Desierto, Anibeth, and Carmela De Maio. "Neoliberalism and “Resistance”." In Student Support Services, 1–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_32-2.

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Brodie, Maxine, Christopher Tisdell, and Judyth Sachs. "Online Writing Feedback: A Service and Learning Experience." In Student Support Services, 1–18. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_13-2.

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Hughes, Gareth. "The Challenge of Student Mental Well-Being: Reconnecting Students Services with the Academic Universe." In Student Support Services, 1–23. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_6-2.

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Erck, Ryan W., and Rishi R. Sriram. "Residential Learning Communities as Coalitions: Bridging the Gap Between Customer, Consumer, and Learner." In Student Support Services, 1–18. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_5-2.

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Conference papers on the topic "Student support"

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Coetzee, Isabella. "Student support to enhance student living and learning at a South African University." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2659.

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Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges
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Juliano, Paul A. "Residential student support." In the 32nd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027802.1027894.

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Liu, Guanliang, Jiahao Yao, and Yicheng Zhou. "Does Teacher and Student-Student Support Influence Students’ Engagement in an Online Course?" In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.052.

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Dvořáček, Jiří, and Jiří Drápela. "A Voltage Support Schemes of Asymmetrically controlled Three-Phase Inverter-Based Generating Units." In STUDENT EEICT 2022. Brno: Fakulta elektrotechniky a komunikacnich technologii VUT v Brne, 2022. http://dx.doi.org/10.13164/eeict.2022.225.

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Schield, Milo. "Statistical literacy: factual assessment to support hypothetical thinking." In Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07204.

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The GAISE College report suggested that teachers assess statistical literacy by students "inter- preting or critiquing articles in the news." Media stories typically present summary statistics to support non-statistical conclusions. Summary statistics require hypothetical thinking which in turn requires drill in factual exercises involving deductive right-wrong answers. This paper presents a wide range of deductive exercises that may help students develop the hypothetical thinking needed to deal with the fact that all statistics are socially constructed. This paper pre- sents 130 different topics involving fact-based exercises with objective answers. Of these, 50% are numerical, 30% are number-related and 20% are non-numeric. Selected examples are pre- sented. At least half of these exercises have been used by students in a web-based format. These exercises are classified by topics in traditional research statistics and in statistical literacy.
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Fátima Goulão, Maria de. "Student Support in E-learning." In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.124.

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Panarina, Elena. "STUDENT SEXUAL SUPPORT IN EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0738.

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Bailey, Gerald, Jamie Piperberg, and Bud Hiller. "Bridging the student support gap." In the 34th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1181216.1181218.

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Williams, Laurie, and Richard L. Upchurch. "In support of student pair-programming." In the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364614.

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Zhang, Yuguang, and Paul Kawachi. "Optimising Knowledge Management for Student Support." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.750-045.

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Reports on the topic "Student support"

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D'Asaro, Eric A. Typhoon Impacts and Student Support. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada590594.

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D Asaro, Eric A. Typhoon Impacts and Student Support. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada599035.

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Schamiloglu, Edl. Student Travel Support for ICOPS 2003. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada418075.

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Reginald C. Farrow. Student Support for EIPBN 2010 Conference. Office of Scientific and Technical Information (OSTI), March 2011. http://dx.doi.org/10.2172/1045835.

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Lopez, Sindy, Emily Schwartz, and Elizabeth Davidson Pisacreta. Making the Case for Student Veterans: Building Support for Student Veteran Enrollment. Ithaka S+R, October 2020. http://dx.doi.org/10.18665/sr.314287.

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Pope, S. B. Graduate Student Support for Turbulent Combustion Modelling. Fort Belvoir, VA: Defense Technical Information Center, August 1996. http://dx.doi.org/10.21236/ada315260.

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Lochner, Lance, Todd Stinebrickner, and Utku Suleymanoglu. Parental Support, Savings and Student Loan Repayment. Cambridge, MA: National Bureau of Economic Research, July 2018. http://dx.doi.org/10.3386/w24863.

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Blankstein, Melissa, and Christine Wolff-Eisenberg. Organizing Support for Success: Community College Academic and Student Support Ecosystems. Ithaka S+R, December 2019. http://dx.doi.org/10.18665/sr.312259.

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Blankstein, Melissa, Christine Wolff-Eisenberg, and Dr Braddlee. Student Needs Are Academic Needs:Community College Libraries and Academic Support for Student Success. Ithaka S+R, September 2019. http://dx.doi.org/10.18665/sr.311913.

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Farrow, Reginald C. Student Support for EIPBN 2015 Conference - Final Report. Office of Scientific and Technical Information (OSTI), January 2016. http://dx.doi.org/10.2172/1235076.

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