Integrating language learning practises in first year science disciplines

Zhang, F; Lidbury, BA; Schulte, J; Yates, B; Bridgeman, A; Rodger, J

Integrating language learning practises in first year science disciplines

Zhang, F Lidbury, BA Schulte, J Yates, B Bridgeman, A Rodger, J

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Publisher:: Common Ground Publishing
Publication Type:: Journal Article
Citation:: The International Journal of Learning, 2010, 17 (4), pp. 481 - 502
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Zhang, F	en_US
dc.contributor.author	Lidbury, BA	en_US
dc.contributor.author	Schulte, J	en_US
dc.contributor.author	Yates, B	en_US
dc.contributor.author	Bridgeman, A	en_US
dc.contributor.author	Rodger, J	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	The International Journal of Learning, 2010, 17 (4), pp. 481 - 502	en_US
dc.identifier.issn	1447-9494	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18292
dc.description.abstract	Student retention and progression rates are a matter of concern for most institutions in the higher education sector (Burton & Dowling, 2005;. Simpson, 2006;. Tinto & Pusser, 2006) in Australia. There is also a substantial body of literature concentrating on the first year experience at university (for example, in the Australian context, see Krause, Hartley, James, McInnis, & Centre for the Study of Higher Education. University of Melbourne, 2005). One of the particular concerns is that the diversity of the student body is rapidly increasing. Of course, with diversity comes with differentiated level of preparation for academic study within the student body.	en_US
dc.publisher	Common Ground Publishing	en_US
dc.relation.ispartof	The International Journal of Learning	en_US
dc.title	Integrating language learning practises in first year science disciplines	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	17	en_US
utslib.for	1303 Specialist Studies In Education	en_US
utslib.for	0807 Library and Information Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Medical and Molecular Sciences
utslib.copyright.status	open_access
pubs.declined	1970-01-01T00:00:00.0+1000
pubs.consider-herdc	true	en_US
pubs.deleted	1970-01-01T00:00:00.0+1000
pubs.issue	4	en_US
pubs.volume	17	en_US

Abstract:

Student retention and progression rates are a matter of concern for most institutions in the higher education sector (Burton & Dowling, 2005;. Simpson, 2006;. Tinto & Pusser, 2006) in Australia. There is also a substantial body of literature concentrating on the first year experience at university (for example, in the Australian context, see Krause, Hartley, James, McInnis, & Centre for the Study of Higher Education. University of Melbourne, 2005). One of the particular concerns is that the diversity of the student body is rapidly increasing. Of course, with diversity comes with differentiated level of preparation for academic study within the student body.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/18292