المؤلفون: Bush, Malcolm, Lansing, Jennifer, Zapata-Gietl, Claudia, Thomas, Kathryn, Escobar, Carolina

المصدر: Online Submission. 2018.

تمت مراجعته من قبل الزملاء: N

Page Count: 56

Sponsoring Agency: John D. and Catherine T. MacArthur Foundation

الواصفات: Blended Learning, Electronic Learning, English (Second Language), English Instruction, Program Effectiveness, Spanish Speaking, Native Language, Language Proficiency, Outcomes of Education, Low Income Students, Females, Community Needs, Adult Students, Family Environment, Student Satisfaction, Adult Basic Education, Community Colleges, Community Organizations

مصطلحات جغرافية: Illinois (Chicago)

معرفات التقييم و الدراسة: Test of Adult Basic Education

مستخلص: This article describes process and outcome evaluations of a blended Cyber ESL program for native Spanish speakers in Chicago who could not use regular ESL classes. The outcomes measured against before and after scores and several comparison groups showed large gains in English language proficiency. 58% percent of students from the cohorts which took the appropriately normed English tests advanced at least one grade level and 31% advanced two grade levels in a sixteen-week course. Focus groups with students revealed large satisfaction with the course. The students had a wide-age range of characteristics but the majority were women and from lower-income households. The results showed an advantage for combined online and in-person tutorial approach over just class-room or just online approaches especially for certain students. Forty-one million U.S. residents are native Spanish speakers. An innovative approach to improving their English is a major contribution to their integration into the economic mainstream. [This research was carried out under the auspices of the Center for Urban Research and Learning at Loyola University of Chicago.]

Abstractor: As Provided

المؤلفون: Ransom, Tafaya, Knepler, Erin, Zapata-Gietl, Claudia, Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)

المصدر: Council for Higher Education Accreditation. 2018.

تمت مراجعته من قبل الزملاء: N

Page Count: 32

الواصفات: Educational Quality, Higher Education, Quality Assurance, Accreditation (Institutions), Standards, Models, Accountability, Profiles, Employment Potential, Job Skills

مستخلص: The purpose of this report is to profile a selection of emerging approaches to judging quality in higher education that represent a range of stakeholder interests and perspectives. This report is divided into three sections. "Quality Assurance at a Crossroads" highlights perceived challenges for the U.S. accreditation system in a shifting higher education landscape and why this topic is of critical importance. "New Models for Judging Quality in Higher Education" features new approaches that have emerged as potential complements to or replacements for the existing system of accreditation. First models that are currently in practice or that include detailed proposals for implementation are described, and then other noteworthy proposals under development are summarized. Lastly, "Comparative Data Sets and National Rankings as Forms of Quality Review" addresses the potential for comparative data sets to serve as a form of quality review. [This report was produced with NORC at the University of Chicago.]

Abstractor: ERIC

المؤلفون: Rosenbaum, James E., Becker, Kelly Iwanaga, Cepa, Kennan A., Zapata-Gietl, Claudia E.

المصدر: Research in Higher Education, 2016 Aug 01. 57(5), 519-543.

الوصول الحر: http://www.jstor.org/stable/43920063Test

المؤلفون: Zapata-Gietl, Claudia, Rosenbaum, James E., Ahearn, Caitlin, Becker, Kelly Iwanaga

المصدر: Handbooks of Sociology and Social Research ; Handbook of the Life Course ; page 201-221 ; ISSN 1389-6903 ; ISBN 9783319208794 9783319208800

الإتاحة: https://doi.org/10.1007/978-3-319-20880-0_9Test

المؤلفون: McLean, Kate C., Syed, Moin, McAdams, Dan P., Zapata-Gietl, Claudia

المصدر: The Oxford Handbook of Identity Development

الإتاحة: https://doi.org/10.1093/oxfordhb/9780199936564.013.006Test

المؤلفون: Rosenbaum, James E., Becker, Kelly Iwanaga, Cepa, Kennan A., Zapata-Gietl, Claudia E.

المصدر: Research in Higher Education ; volume 57, issue 5, page 519-543 ; ISSN 0361-0365 1573-188X

مصطلحات موضوعية: Education

الإتاحة: https://doi.org/10.1007/s11162-015-9398-3Test

المؤلفون: Manczak, Erika M., Zapata-Gietl, Claudia, McAdams, Dan P.

المساهمون: Foley Family Foundation

المصدر: Journal of Personality and Social Psychology ; volume 106, issue 1, page 169-181 ; ISSN 1939-1315 0022-3514

الإتاحة: https://doi.org/10.1037/a0034951Test
http://psycnet.apa.org/journals/psp/106/1/169.pdfTest

المؤلفون: Rosenbaum, James E., Becker, Kelly Iwanaga, Cepa, Kennan A., Zapata-Gietl, Claudia E.

المصدر: PsycTESTS Dataset

الإتاحة: https://doi.org/10.1037/t57337-000Test