Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Academic Achievement | 2 |
| College Preparation | 2 |
| Constructivism (Learning) | 2 |
| Developmental Studies Programs | 2 |
| Academic Standards | 1 |
| Achievement Gains | 1 |
| Achievement Rating | 1 |
| Admission Criteria | 1 |
| Adult Learning | 1 |
| Barriers | 1 |
| Case Studies | 1 |
| More ▼ | |
Author
| Keane, Elaine | 1 |
| Lovato, Stella | 1 |
Publication Type
| Dissertations/Theses -… | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 2 |
| Adult Education | 1 |
| High Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
| Two Year Colleges | 1 |
Audience
Location
| Ireland | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkLovato, Stella – ProQuest LLC, 2012
The purpose of this multicase study was to explore with five students perceptions of their learning experiences and challenges faced while enrolled in a dental assisting course that is integrated with reading. The study was rooted in a constructivist framework both as a research paradigm and as a theoretical perspective regarding adult learning.…
Descriptors: Reading Instruction, Remedial Reading, Developmental Studies Programs, Case Studies
Peer reviewedKeane, Elaine – Teaching in Higher Education, 2011
Equality and quality in higher education (HE) are frequently juxtaposed in the literature. This paper presents evidence to contest deficit assumptions about widening participation, particularly the belief that entering HE with "non-traditional" entry qualifications lowers standards. Drawing on a three-year constructivist grounded theory…
Descriptors: Grounded Theory, Constructivism (Learning), Foreign Countries, Educational Environment
