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Course-taking patterns of Chinese st...

Chlebek, Andrew Zdzislaw.

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Course-taking patterns of Chinese students native and non-native speakers of English at community college (California).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Course-taking patterns of Chinese students native and non-native speakers of English at community college (California)./
Author:	Chlebek, Andrew Zdzislaw.
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4081.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3155394
ISBN:	0496161695

Course-taking patterns of Chinese students native and non-native speakers of English at community college (California).
Chlebek, Andrew Zdzislaw.

Course-taking patterns of Chinese students native and non-native speakers of English at community college (California). - 275 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4081.

Thesis (Ph.D.)--University of Southern California, 2004.

This study intended to identify the relationship between course-taking practices of Chinese both native and non-native speakers of English (NSE and NNSE) enrolled in classes at Los Angeles Community College District (LACCD). In addition to Chinese, Hispanic and White samples were utilized for comparison purposes. Community college Chinese students (CCCS)' course taking patterns were examined with respect to six types/modules of courses. In addition to English, ESL, Mathematics, Transferable (UC/CSU and IGETC), Remedial, and Occupational, the Yin-Yang course taking patterns were examined with respect to course participation, course completion and GPA and compared to Hispanics and Whites.

ISBN: 0496161695Subjects--Topical Terms:

1018008
Education, Community College.

Course-taking patterns of Chinese students native and non-native speakers of English at community college (California).
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100 1 $a Chlebek, Andrew Zdzislaw. $3 1928830
245 1 0 $a Course-taking patterns of Chinese students native and non-native speakers of English at community college (California).
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4081.
500 $a Adviser: Linda Serra Hagedorn.
502 $a Thesis (Ph.D.)--University of Southern California, 2004.
520 $a This study intended to identify the relationship between course-taking practices of Chinese both native and non-native speakers of English (NSE and NNSE) enrolled in classes at Los Angeles Community College District (LACCD). In addition to Chinese, Hispanic and White samples were utilized for comparison purposes. Community college Chinese students (CCCS)' course taking patterns were examined with respect to six types/modules of courses. In addition to English, ESL, Mathematics, Transferable (UC/CSU and IGETC), Remedial, and Occupational, the Yin-Yang course taking patterns were examined with respect to course participation, course completion and GPA and compared to Hispanics and Whites.
520 $a The Yin-Yang forces represent the ancient Chinese (Taoist) understanding of how things work through constant struggle towards balance and harmony in the universe (Ebrey, 1993). In this study, the Yin-Yang principle was applied to a division of the whole "universe" of courses offered at community college. The universe of courses was divided into Yin-Yang categories represented by courses classified into Yin and Yang areas (modules). Consequently, Yin represented courses (Social Sciences) that primarily require the extensive knowledge and use of the English language skills and the Yang represented courses (Physical Sciences) that primarily require extensive use of mathematic and science skills. The combined Yin-Yang category represented a category of 'neutral' courses such as tutoring, learning instruction or assisted learning, and Physical Education.
520 $a The purpose of this study was fourfold: (1) to identify the particular characteristics of Chinese community college students (CCCS) within the LACCD and make comparisons to those of Hispanics and Whites; (2) to analyze the Chinese students' course-taking behaviors by identifying trends in their course-enrollment patterns in specified types of courses and making comparisons between Chinese non-native speakers of English (NNSE) and Hispanic and White NNSE; (3) to identify differences and relationships in course participation ratio (CPR), course-completion ratio (CCR), and grade point average (GPA) between Chinese NSE and Chinese NNSE as well as between Chinese NNSE and other NNSE (Hispanics and Whites); (4) to find the best predictors of academic success (in terms of CCR and GPA) of the Chinese students at LACCD.
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650 4 $a Language, Linguistics. $3 1018079
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690 $a 0290
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 65-11A.
790 1 0 $a Hagedorn, Linda Serra, $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3155394