Refugee Students at College and University: Improving Access and Support

This article summarizes the findings and recommendations of a study into access to, and experience of, colleges of further education and universities by refugees in Sydney, Australia. The study sought to identify examples of institutional good practice which are potentially transferable to other major host countries for refugees in the developed world. It focuses upon the factors influencing the decision to enter college or university, sources and usefulness of information and advice, access courses and special entry schemes, the recognition of prior learning and overseas qualifications and institutional sensitivity and support. It concludes with a series of recommendations for providers of further and higher education to improve access and support for students from refugee backgrounds.     

College Student Access: How Articulation Agreements Support Rural Students

Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of improving access for these students.     

Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned

This article examines students’ experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students’ adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. Drawing on a qualitative study conducted in New York City at two international schools, as well as program staff from an outside organization that often collaborates with international schools hosting refugee and asylee students, the article documents promising practices and offers practical recommendations for teachers working with refugee students.     

Improving College Enrollment of At-Risk Students at the School Level

Many federal, state, and local education policy priorities are aimed at preparing high school students, especially those at risk, to be college- and career-ready when they graduate from high school. A number of programs across different institutional entities have been initiated to achieve these goals, encompassing individual partnerships with schools. Many of these programs include a variety of interventions, ranging from college and course counseling to college visits. Although there have been some evaluations of the larger federal programs, and some state and district programs, few have examined national observational data on the impact of these programmatic efforts on college enrollments. This study uses the HSLS:09 database to investigate the impact of specific treatments in at-risk schools on college enrollments. Results show that several of these programmatic initiatives have a positive effect on college enrollment; however, the effects are small compared to some of those reported by other national studies.     

提高电大直属学院普专教育教学质量的研究

进一步提高电大直属学院普通专科教学教学质量，是电大在新世纪改革与发展的一个重要课题，本从专业培养目标，办学队伍建设，提高学生综合素质，加强质量监控等方面，对如何提高教学质量作了探讨。     

情商与大学生

情商是相对于智商的一个概念,自上世纪90年代后期广为流行,认为人的成功80%由情商决定。情商对于大学生的重要性表现为:情商教育是全面贯彻教育方针的题中应有之义,德智体美中包含有情商,情商可以促进德智体美四育;情商是培养高素质人才特别是良好心理素质人才的重要手段;情商能促进大学生成才。进行情商教育要第一课堂和第二课堂相结合,重在实践中培养。在强调情商的重要性时,不能把它与智商对立起来,要强调情商、智商俱佳,二者和谐发展。     

提高大学生英语听力效率的探讨

提高英语听力效率是英语教学中的重要一环.在传统教学的基础上不断创新,尝试各种可行的教学方法,使学生的听力技能不断提高.     

高校贫困生认定与资助工作改进分析

贫困大学生在高校中所占在校学生的比例较高,高校家庭经济困难学生资助工作已成为当前高校学生工作的重要组成部分。在当前国家以"奖、勤、贷、补、减、助"多元化的资助体系下,如何更好地做好高校资助工作是值得思考的问题。以某高校为例,从高校贫困生的认定着手,对资助管理工作过程中所遇到的问题进行分析,并提出相应的建议。     

对加强和改进学生工作的几点思考

对于加强和改进学生工作，在认识上要转变思想，尽快树立新观念；在制度上要加快改革，积极探索新机制；在方法上要求真务实，努力创造新经验。     

浅论加强和改善高校学生工作

高校学生工作是高校教育管理工作的核心,是运用思想政治工作及教学、管理、服务等手段,对学生实施综合性教育的育人工程。一、端正对学生工作的基本认识据了解,在部分教工中,长期存在下列模糊认识:其一,管理万能论。认为学生工作就是行政管理工作,只要管理严格了,什么都好办,为了管得住学生,不惜采取各种严厉手段;其二,安全中心论。认为学生工作的中心任务是预防事故,保证安全,只要不发生事故、案件,不死人,就万事大吉;其三,娱乐教育论。认为娱乐就是教育,只要适应学生文化品味和健康要求,把业余生活搞得丰富一些,艰苦细致的思想工作就可以…     

Developing Effective Transition Reports for Secondary Students: A Nationwide Survey of College and University Disability Support Personnel

This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders, learning disabilities, and traumatic brain injury. DSS personnel from 408 postsecondary institutions across the United States completed the researcher-generated survey online. Results indicated a lack of consistent collaboration with secondary institutions and use of transition plans to determine eligibility for disability services. Participants reported a lackluster view of their usefulness, and analyses of their free responses revealed specific themes for what DSS personnel reported would make transition reports more useful. Results regarding currency requirements, qualified conductors of, responsible parties for, and location of assessments are presented. Applications of the findings of this research are discussed for the preparation of effective transition reports and transition goals.     

基于S大学在校大学生学校归属感的调查研究

学生是学校存在和发展的基础与前提,让学生在一个认同的、有归属感的学校生活和学习,对于学校和学生来说都是非常重要的。因此,有必要对影响大学生学校归属感的各种因素进行探究,以便找到相应的对策来解决学生的困惑。环境、成长、规范、关系和情感因素与学校归属感的相关程度较大,是组成学校归属感的主要因素。学生的家庭背景、经历等会影响学生对学校归属感的强度。一般来讲女生的学校归属感比男生的要强。担任学生干部或参加社团活动都会增强学生的学校归属感。因此,学校要开展一些针对性活动,教师要多关怀和帮助学生,多利用网络途径加强师生间、学生间的联系,提高学生的学校归属感,从而健康成才。     

Motivation and Self-regulation in Community College Transfer Students at a Four-year Online University

ABSTRACT

Motivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students’ performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic factors (e.g., marital status, employment status). Motivation was found to be significantly correlated with both semester and cumulative grade point average (GPA), while associations between self-regulation and performance were more limited. Further, motivation was found to be a significant predictor of semester GPA in a model controlling for sociodemographic factors and prior achievement. Motivation and self-regulation were also found to differ according to students’ sociodemographic status. For instance, transfer students with children under 18 were found to have significantly higher levels of motivation than nonparents. Those employed full-time had lower levels of self-regulation than did their nonemployed peers. Implications for further research on community college transfer students and online learning are discussed.     

关于加强大学生社会实践活动的思考

社会实践是大学生思想政治教育的重要环节,是大学生了解社会、服务群众、增长才干的重要路径.在新形势下,我们应以科学发展观为指导,整合社会资源为大学生社会实践创造良好的环境,建立大学生社会实践活动基地.加强对大学生社会实践活动的指导,创新与完善激励大学生积极参与社会实践活动的制度安排.     

深化"两课"教学改革提高学生政治理论素质

高校“两课”教学是对学生进行思想政治理论教育的主渠道和主阵地。多年来．广大教师在实践中对“两课”教学的内容、方法、形式进行了大胆的探索和改革。并针对医学院校学生的实际,首先对“两课”教学内容改革,真正使邓小平理论进教材,进课堂,进学生头脑。其次是在教学方法上的改革,改变以往单一式的满堂灌的教学模式．采取了“专题式”、“讨论式”教学方法．正确处理专题式教学与系统教学;理论教学与思想性,知识性与趣味性以及与电化教学的关系,收到了良好的教学效果。     

Caregiving and Social Support: A Twenty-first Century Challenge for College Students

This study adopted a caregiving perspective to analyze college students’ supportive relationships (N=266). With respect to the provision of care, female caregivers engaged in more difficult types of hands-on support than male caregivers, and data suggested that college caregivers are differently challenged by the life stage of the person for whom they provide care. With respect to students’ reception of social support, both main and interaction effects were found for sex, care giving status, and locus of control. Discussion focuses on the developmental nature of caregiving skills, social support reciprocity, and implications of these findings for public policy and human communication research.