Sophie Arkoudi
Biographic Data
| ID | 1502148 |
|---|---|
| NAME | Sophie Arkoudi |
| GIVEN NAMES | Sophie |
| FAMILY NAME | Arkoudi |
| SIGNATURE | ARKOUDI S |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-3654-3694 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
University alumni mentoring programs: A Win-Win
Alumni-student mentoring programs have become commonplace at many universities, and yet, scholarly research has rarely explored the impact of these programs on participating students and alumni. To address this, we investigated three alumni mentoring programs at a large research-intensive university in Australia. Using a mixed methods approach (a web based survey and interviews), we sought both students' and mentors' perceptions of their alumni m…
Examining the experiences of first-year students with low tertiary admission scores in Australian universities
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support,…
Negotiating the Rough Ground between ESL and Mainstream Teachers
English as a Second Language (ESL) and mainstream teachers' collaboration has largely been presented in policy as the unproblematic sharing of ideas. However, in the 20 years since this policy has been in place within Victoria, Australia, teachers are still struggling to find ways of effectively working together. This paper presents a theoretical framework that can be used to explore the dynamics of collaboration between ESL and mainstream teache…
Tensions between validity and outcomes: Teacher assessment of written work of recently arrived immigrant ESL students
This article reports on a collaborative study involving ESL 1 teachers in an Australian English Language Centre as they work through some of their concerns about reliability and validity in their assessment practices. The focus of this article is on how teachers work with the Curriculum Standards Framework (CSF) as an assessment tool. The discussion focuses on issues relating to the limitations of the CSF and the way in which teachers engage with…
Examining the experiences of first-year students with low tertiary admission scores in Australian universities
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support,…
University alumni mentoring programs: A Win-Win
Alumni-student mentoring programs have become commonplace at many universities, and yet, scholarly research has rarely explored the impact of these programs on participating students and alumni. To address this, we investigated three alumni mentoring programs at a large research-intensive university in Australia. Using a mixed methods approach (a web based survey and interviews), we sought both students' and mentors' perceptions of their alumni m…
Tensions between validity and outcomes: Teacher assessment of written work of recently arrived immigrant ESL students
This article reports on a collaborative study involving ESL 1 teachers in an Australian English Language Centre as they work through some of their concerns about reliability and validity in their assessment practices. The focus of this article is on how teachers work with the Curriculum Standards Framework (CSF) as an assessment tool. The discussion focuses on issues relating to the limitations of the CSF and the way in which teachers engage with…
Negotiating the Rough Ground between ESL and Mainstream Teachers
English as a Second Language (ESL) and mainstream teachers' collaboration has largely been presented in policy as the unproblematic sharing of ideas. However, in the 20 years since this policy has been in place within Victoria, Australia, teachers are still struggling to find ways of effectively working together. This paper presents a theoretical framework that can be used to explore the dynamics of collaboration between ESL and mainstream teache…
University alumni mentoring programs: A Win-Win
Alumni-student mentoring programs have become commonplace at many universities, and yet, scholarly research has rarely explored the impact of these programs on participating students and alumni. To address this, we investigated three alumni mentoring programs at a large research-intensive university in Australia. Using a mixed methods approach (a web based survey and interviews), we sought both students' and mentors' perceptions of their alumni m…
Examining the experiences of first-year students with low tertiary admission scores in Australian universities
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support,…
Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Mathematics education (3 works) · Curriculum (2 works) · Higher education (2 works) · Medical education (2 works) · Medicine (2 works) · Alternative assessment (1 works) · Attrition (1 works)