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Record Nr. |
UNINA9911009257203321 |
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Autore |
Young Dallin George |
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Titolo |
Rethinking Student Transitions : How Community, Participation, and Becoming Can Help Higher Education Deliver on Its Promise |
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Pubbl/distr/stampa |
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Bloomfield : , : National Resource Center for The First Year Experience & Students in Transition, , 2024 |
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©2024 |
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ISBN |
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9781942072713 |
9781942072690 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (218 pages) |
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Altri autori (Persone) |
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Soggetti |
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Student adjustment |
Educational change |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Cover Page -- Title Page -- Copyright Page -- 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: Connections, 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 Transition Theory: Reflection, Integration, New Directions -- References -- About the Authors -- Index -- Back Cover. |
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Sommario/riassunto |
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Rethinking Student Transitions explores innovative approaches to understanding and facilitating student transitions in higher education. Authors Young and Bunting introduce the 'transition as becoming' model, which emphasizes inclusive and adaptable strategies for supporting diverse student populations. The book aims to transform discussions and research on student transitions by integrating |
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community participation and personal development into the process. It provides practical guidance for educators, administrators, and scholars, making it a valuable resource for graduate programs and professional development. The book seeks to enhance institutional effectiveness and student success by reimagining traditional theories and practices. |
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