Rethinking student transitions: how community, participation, and becoming can help higher education deliver on its promise
"'Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise', presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of suppor...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Columbia, South Carolina
National Resource Center
[2024]
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| Schlagworte: | |
| Zusammenfassung: | "'Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise', presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students' experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritized students, first-generation students, and post-traditional students." --description from publisher's website |
| Beschreibung: | xix, 189 Seiten |
| ISBN: | 9781942072690 |
Internformat
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| 100 | 1 | |a Young, Dallin George |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Rethinking student transitions |b how community, participation, and becoming can help higher education deliver on its promise |c Dallin George Young, Bryce D. Bunting |
| 264 | 1 | |a Columbia, South Carolina |b National Resource Center |c [2024] | |
| 300 | |a xix, 189 Seiten | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 505 | 8 | |a Tables--Preface--Part 1: Building a Case for a Reimagining of Transitions, Chapter 1: Why Rethinking Transitions Matters, Chapter 2: What Do We Mean by 'Transition'?--Part 2: Outlining a New Theoretical Point of View on Transitions, Chapter 3: Laying Theoretical Foundations (Transitions-as-Becoming and Situated Learning), Chapter 4: Framing the Theory (Community, Participation, and Becoming in Transitions--Part 3: Connection, Applications, Implications, and Expansions, Chapter 5: Theory and Practice, Chapter 6: Practical Starting Points for Experimentation with Becoming (Relationships, Reflection, and Risk), Chapter 7: Implications for Institutional Leaders--Part 4: Charting a Path Forward, Chapter 8: Past, Present, and Future of Rethinking--References--About the Authors--Index | |
| 520 | 3 | |a "'Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise', presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students' experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritized students, first-generation students, and post-traditional students." --description from publisher's website | |
| 653 | 0 | |a Academic achievement / Education (Higher) | |
| 653 | 0 | |a Multi-tiered systems of support (Education) | |
| 653 | 0 | |a Systèmes de soutien multi-niveaux (Éducation) | |
| 700 | 1 | |a Bunting, Bryce D. |d 1981- |e Verfasser |0 (DE-588)1214838871 |4 aut | |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EPUB |z 978-1-942072-70-6 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EBrary |z 978-1-942072-71-3 |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-035135207 | |
Datensatz im Suchindex
| _version_ | 1812973901538394112 |
|---|---|
| adam_text | |
| any_adam_object | |
| author | Young, Dallin George Bunting, Bryce D. 1981- |
| author_GND | (DE-588)1214838871 |
| author_facet | Young, Dallin George Bunting, Bryce D. 1981- |
| author_role | aut aut |
| author_sort | Young, Dallin George |
| author_variant | d g y dg dgy b d b bd bdb |
| building | Verbundindex |
| bvnumber | BV049794481 |
| contents | Tables--Preface--Part 1: Building a Case for a Reimagining of Transitions, Chapter 1: Why Rethinking Transitions Matters, Chapter 2: What Do We Mean by 'Transition'?--Part 2: Outlining a New Theoretical Point of View on Transitions, Chapter 3: Laying Theoretical Foundations (Transitions-as-Becoming and Situated Learning), Chapter 4: Framing the Theory (Community, Participation, and Becoming in Transitions--Part 3: Connection, Applications, Implications, and Expansions, Chapter 5: Theory and Practice, Chapter 6: Practical Starting Points for Experimentation with Becoming (Relationships, Reflection, and Risk), Chapter 7: Implications for Institutional Leaders--Part 4: Charting a Path Forward, Chapter 8: Past, Present, and Future of Rethinking--References--About the Authors--Index |
| ctrlnum | (OCoLC)1456132941 (DE-599)BVBBV049794481 |
| format | Book |
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Bunting</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Columbia, South Carolina</subfield><subfield code="b">National Resource Center</subfield><subfield code="c">[2024]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xix, 189 Seiten</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Tables--Preface--Part 1: Building a Case for a Reimagining of Transitions, Chapter 1: Why Rethinking Transitions Matters, Chapter 2: What Do We Mean by 'Transition'?--Part 2: Outlining a New Theoretical Point of View on Transitions, Chapter 3: Laying Theoretical Foundations (Transitions-as-Becoming and Situated Learning), Chapter 4: Framing the Theory (Community, Participation, and Becoming in Transitions--Part 3: Connection, Applications, Implications, and Expansions, Chapter 5: Theory and Practice, Chapter 6: Practical Starting Points for Experimentation with Becoming (Relationships, Reflection, and Risk), Chapter 7: Implications for Institutional Leaders--Part 4: Charting a Path Forward, Chapter 8: Past, Present, and Future of Rethinking--References--About the Authors--Index</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"'Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise', presents a reimagined theory of student transitions in college. 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| id | DE-604.BV049794481 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-15T10:04:05Z |
| institution | BVB |
| isbn | 9781942072690 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-035135207 |
| oclc_num | 1456132941 |
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| physical | xix, 189 Seiten |
| publishDate | 2024 |
| publishDateSearch | 2024 |
| publishDateSort | 2024 |
| publisher | National Resource Center |
| record_format | marc |
| spelling | Young, Dallin George Verfasser aut Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise Dallin George Young, Bryce D. Bunting Columbia, South Carolina National Resource Center [2024] xix, 189 Seiten txt rdacontent n rdamedia nc rdacarrier Tables--Preface--Part 1: Building a Case for a Reimagining of Transitions, Chapter 1: Why Rethinking Transitions Matters, Chapter 2: What Do We Mean by 'Transition'?--Part 2: Outlining a New Theoretical Point of View on Transitions, Chapter 3: Laying Theoretical Foundations (Transitions-as-Becoming and Situated Learning), Chapter 4: Framing the Theory (Community, Participation, and Becoming in Transitions--Part 3: Connection, Applications, Implications, and Expansions, Chapter 5: Theory and Practice, Chapter 6: Practical Starting Points for Experimentation with Becoming (Relationships, Reflection, and Risk), Chapter 7: Implications for Institutional Leaders--Part 4: Charting a Path Forward, Chapter 8: Past, Present, and Future of Rethinking--References--About the Authors--Index "'Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise', presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students' experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritized students, first-generation students, and post-traditional students." --description from publisher's website Academic achievement / Education (Higher) Multi-tiered systems of support (Education) Systèmes de soutien multi-niveaux (Éducation) Bunting, Bryce D. 1981- Verfasser (DE-588)1214838871 aut Erscheint auch als Online-Ausgabe, EPUB 978-1-942072-70-6 Erscheint auch als Online-Ausgabe, EBrary 978-1-942072-71-3 |
| spellingShingle | Young, Dallin George Bunting, Bryce D. 1981- Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise Tables--Preface--Part 1: Building a Case for a Reimagining of Transitions, Chapter 1: Why Rethinking Transitions Matters, Chapter 2: What Do We Mean by 'Transition'?--Part 2: Outlining a New Theoretical Point of View on Transitions, Chapter 3: Laying Theoretical Foundations (Transitions-as-Becoming and Situated Learning), Chapter 4: Framing the Theory (Community, Participation, and Becoming in Transitions--Part 3: Connection, Applications, Implications, and Expansions, Chapter 5: Theory and Practice, Chapter 6: Practical Starting Points for Experimentation with Becoming (Relationships, Reflection, and Risk), Chapter 7: Implications for Institutional Leaders--Part 4: Charting a Path Forward, Chapter 8: Past, Present, and Future of Rethinking--References--About the Authors--Index |
| title | Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise |
| title_auth | Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise |
| title_exact_search | Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise |
| title_full | Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise Dallin George Young, Bryce D. Bunting |
| title_fullStr | Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise Dallin George Young, Bryce D. Bunting |
| title_full_unstemmed | Rethinking student transitions how community, participation, and becoming can help higher education deliver on its promise Dallin George Young, Bryce D. Bunting |
| title_short | Rethinking student transitions |
| title_sort | rethinking student transitions how community participation and becoming can help higher education deliver on its promise |
| title_sub | how community, participation, and becoming can help higher education deliver on its promise |
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