Bryce d bunting (18 resultados)

Paperback. Condición: Very Good. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

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Paperback. Condición: new. Paperback. Higher education professionals engage peer leaders in a variety of settings, from academic advising to residence life and from orientation to the senior year experience. Although the structure and administration of peer leader programs varies depending on the unique needs and features of a particular college or university, there is a commonality across peer leaders and their experiences. In short, peer leadership has a triple-impact in that it benefits student recipients, the institution, and the peer leaders themselves. Toward Peer Leadership as a High Impact Practice: Insights from the U.S. Data in the 2023 International Survey of Peer Leaders contributes to the academic scholarship on peer leadership through the recent collection of over 1,500 student responses on their experiences as peer leaders. This report looks at peer leadership as a high-impact practice, examines the equity and access to participation in peer leadership, and explores key questions for practitioners looking to implement, refine, or assess their peer leadership programs, as well as for researchers with an interest in drawing findings of this survey for their work. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

paperback. Condición: New. Brand new book, sourced directly from publisher. Dispatch time is 3-4 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Paperback. Condición: New. 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 minoritised students, first-generation students, and post-traditional students.…

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Paperback. Condición: Brand New. 148 pages. 11.00x8.50 inches. In Stock.

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Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New. 2025. Paperback. . . . . . Books ship from the US and Ireland.

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Taschenbuch. Condición: Neu. Neuware - Higher education professionals engage peer leaders in a variety of settings, from academic advising to residence life and from orientation to the senior year experience. Although the structure and administration of peer leader programs varies depending on the unique needs and features of a particular college or university, there is a commonality across peer leaders and their experiences. In short, peer leadership has a triple-impact in that it benefits student recipients, the institution, and the peer leaders themselves. Toward Peer Leadership as a High Impact Practice: Insights from the U.S. Data in the 2023 International Survey of Peer Leaders contributes to the academic scholarship on peer leadership through the recent collection of over 1,500 student responses on their experiences as peer leaders. This report looks at peer leadership as a high-impact practice, examines the equity and access to participation in peer leadership, and explores key questions for practitioners looking to implement, refine, or assess their peer leadership programs, as well as for researchers with an interest in drawing findings of this survey for their work.…

Paperback. Condición: new. Paperback. Higher education professionals engage peer leaders in a variety of settings, from academic advising to residence life and from orientation to the senior year experience. Although the structure and administration of peer leader programs varies depending on the unique needs and features of a particular college or university, there is a commonality across peer leaders and their experiences. In short, peer leadership has a triple-impact in that it benefits student recipients, the institution, and the peer leaders themselves. Toward Peer Leadership as a High Impact Practice: Insights from the U.S. Data in the 2023 International Survey of Peer Leaders contributes to the academic scholarship on peer leadership through the recent collection of over 1,500 student responses on their experiences as peer leaders. This report looks at peer leadership as a high-impact practice, examines the equity and access to participation in peer leadership, and explores key questions for practitioners looking to implement, refine, or assess their peer leadership programs, as well as for researchers with an interest in drawing findings of this survey for their work. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Paperback. Condición: New. 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 minoritised students, first-generation students, and post-traditional students.…