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A case study: Progress of limited En...

University of Phoenix.

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A case study: Progress of limited English proficient students in a community college setting.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A case study: Progress of limited English proficient students in a community college setting./
Author:	Medina, Myra M.
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2969.
Contained By:	Dissertation Abstracts International69-08A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327212
ISBN:	9780549796749

A case study: Progress of limited English proficient students in a community college setting.
Medina, Myra M.

A case study: Progress of limited English proficient students in a community college setting. - 213 p.

Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2969.

Thesis (Ed.D.)--University of Phoenix, 2008.

This qualitative case study explores the factors inhibiting English for Academic Purposes (EAP) program completers from placing into non-remedial college level courses. In this study, nine face-to-face interviews with EAP faculty and administrators were conducted and applicable information was investigated in 40 student archival files. The findings suggest three areas of concern: (a) the assessment instrument, the Computerized Adaptive Assessment for ESL (COMPASS/ESL), used to place students entering the EAP program, (b) the guidance students receive throughout the program, and (c) the College Entry Placement Test (CPT), a norm-referenced assessment administered to students pursuing a college education.

ISBN: 9780549796749Subjects--Topical Terms:

626645
Education, Administration.

A case study: Progress of limited English proficient students in a community college setting.
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100 1 $a Medina, Myra M. $3 1026424
245 1 2 $a A case study: Progress of limited English proficient students in a community college setting.
300 $a 213 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2969.
502 $a Thesis (Ed.D.)--University of Phoenix, 2008.
520 $a This qualitative case study explores the factors inhibiting English for Academic Purposes (EAP) program completers from placing into non-remedial college level courses. In this study, nine face-to-face interviews with EAP faculty and administrators were conducted and applicable information was investigated in 40 student archival files. The findings suggest three areas of concern: (a) the assessment instrument, the Computerized Adaptive Assessment for ESL (COMPASS/ESL), used to place students entering the EAP program, (b) the guidance students receive throughout the program, and (c) the College Entry Placement Test (CPT), a norm-referenced assessment administered to students pursuing a college education.
590 $a School code: 0850.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Community College. $3 1018008
690 $a 0275
690 $a 0282
690 $a 0514
710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 69-08A.
790 $a 0850
791 $a Ed.D.
792 $a 2008
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