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1
Temiro, Babatunde. „How International Students Teach Each Other Outside the University“. Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425786.
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As the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.
2
Quay, John J. „Students caring for each other“. Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.
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The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.
3
Ryland, Charlotte. „Ministerial Education in Colonial Massachusetts“. W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626132.
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4
Mandel, Philipp Cornelius. „Essays on Education and Other Human Capital Related Policies“. Doctoral thesis, Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-87849.
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The thesis deals with five different human capital-related problems and tries to approach these problems from an empirical point of view. Each essay includes an own introduction and a short conclusion. All parts of the thesis are self-contained and can be read separately.
The first essay entitled \"Size matters. The Relevance and Hicksian Surplus of Preferred College Class Size\" deals with the impact of class size on student evaluations of instructor performance using a sample of approximately 1,400 economics classes held at the university of Munich. Secondly, the data of a representative survey is used to estimate the willinngness-to-pay for preferred class size.
Based on these findings and data, we try to give some evidence on what factors determine students\' preferences for small class size with special interest to gender differences in the second essay entitled \"What determines Students Preferences for Small Class Size\".
\"Total Instructional Time Exposure and Student Achievement: An Extreme Bound Analysis based on German state-level variation\" mainly deals with instructional time shortfall and student performance variation over the different German states using extreme bound analysis. Thereby the techniques also overcomes an error-in-variables problem and implied misinterpretation of existing studies that disregard the fact of learning being a cumulative process by relying on rather poor proxies for instructional time.
In the essay \"No State Left Behind? Public education, accountability, and hybrid forms of federal governance\" the focus lies on announcement effects of the respective PISA results on election polls of federal government and federal states in Germany with regard to differences in relative performance in German states. In consideration of the results, we draw a policy conclusion about the distribution of authorities in a public education system between a federal government and federal states.
Finally the last essay entitled \"A Re-examination of the Role of Gender in Determining Digital Piracy Behavior\" concentrates on the gender-gap in determining digital piracy behavior using a representative survey with more than 200 participants. In contrast to existing studies, we sharply discriminate between the frequency and the extent of pirating digital media.
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Beck, Christina L. „Education Reform in the New American Republic/education and the Charity of Edward Hopkins“. W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153873.
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Education Reform in the New American Republic: Bancroft, Cogswell, and the German Model in 1815, the first American students to seek advanced degrees at Europe's famed University of Göttingen arrived in Germany. This trickle of American intellectuals into German universities continued through the 1840s, and included some of the foremost American minds – George Ticknor, Edward Everett, William Emerson, Joseph Cogswell, and George Bancroft. Through networks of correspondence with family and friends at home and abroad, and above all, with one another, Bancroft and Cogswell developed ideas about the importance of American education. Upon their return home, they chose to found the Round Hill School in 1823. Employing principles of the German gymnasium and the experimental educational institutions they visited on their travels through Europe, Bancroft and Cogswell sought to marry American values with European ideas in an attempt to educate the next generation of intellectuals. While wide-reaching reform attempts did not begin until the 1840s with Horace Mann, the correspondence and writings of these two men indicate that Americans were formulating ideas about education, democracy, and identity long before education reform became mainstream in America. Education and The Charity of Edward Hopkins: The Institutionalization of Charity in Pre-Revolutionary New England When former Connecticut Governor and merchant Edward Hopkins died in 1657, his estate devolved not upon his children, for he had none, but largely upon the charitable causes he had supported so well in his lifetime. Hopkins' legacy for the purpose of education at the grammar and university levels in New England came to support multiple grammar schools as well as Harvard College. Although previous scholars have argued that charity in pre-Revolutionary New England was a largely individualized, often unrealized ideal, the creation of a strong administrative body to administer the Hopkins bequest in the early eighteenth century is indicative of an existing tradition of institutionalization of charity in pre-Revolutionary New England, if not voluntary association. The increasing involvement of Massachusetts' most prominent citizens in interlocking charitable and public service responsibilities, including the Hopkins Trust, in the early eighteenth century, reveals a societal expectation of civic service that paralleled larger cultural and religious trends, including ministerial rhetoric about wealth and the responsibilities of well-to-do individuals.
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Arapoff, Nikan. „Teacher Experiences With Credit-Related Finance Education“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.
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Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.
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Vickers, Jane Louise O'Brien. „Relationships between leadership skills and future homemakers of america activities, other leadership development activities, selected student, family and other characteristics /“. The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu14878581061187.
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Hoit-Thetford, Elizabeth. „An Educational History of the Gullahs of Coastal South Carolina from 1700 to 1900 (black Education)“. Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2922.
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The educational efforts of the first fifty years of the 1700s for the Gullahs, black slaves brought to South Carolina's low country, were a by-product of the Church of England's concern for the souls of heathens. Through the Church's offspring, the Society for the Propagation of the Gospel in Foreign Parts, missionaries were sent to South Carolina beginning in 1702. By 1704, Samuel Thomas, the Society's first missionary there, reported that he had taught about twenty blacks to read, and by 1743 the Society opened a school for blacks in Charleston despite a 1740 law prohibiting slave education. Using two black slaves as teachers, the Society's school continued until 1764, "graduating" about twenty students a year. After the Revolutionary War, the free person of color population grew in numbers and influence, establishing the Brown Fellowship Society, the first non-white benevolent society in Charleston. One of its activities was the education of members' children. Other societies followed suit, and by 1834 there were dozens of private schools in Charleston for free persons of color. While an 1834 law created additional restrictions on the education of the free persons of color, many private schools continued to operate. As early as 1861, teachers from the North, under the auspices of freedmen aid societies, arrived in the sea islands to help the blacks adjust to their new status. In 1865, their efforts were coordinated by the federal government under the Bureau of Refugees, Freedmen, and Abandoned Lands. With a new state constitution in 1868, the public schools of South Carolina were reorganized. Although tremendous gains were made, by 1870, the majority of the black students were still studying only spelling and reading. After the 1896 Plessy v. Ferguson decision which created a "separate but equal" school system, the actual situation was anything but equal, with black schools in session a shorter term and a higher pupil-teacher ratio for black students. The education of the Gullahs from 1700 to 1900 was the result of compromise, and the blacks suffered from a lack of educational opportunities, not a lack of intellectual abilities.
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Johnson, Levester. „"Other" biracial students in the college environment /“. [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173531.
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Thesis (Ed.D.)--Indiana University, 2004.Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1295. Chair: Deborah F. Carter. "Title from dissertation home page (viewed Nov. 22, 2006)."
10
Stark, Robin. „The pulse of change : E-education and other reforming influences on vocational education and training“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/666.
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Reform has been a feature of the Australian Vocational Education and Training (VET) system for more than a decade. The Portfolio tracks the theme of reform through the sub-themes of e-education and globalisation, considering each as a set of changing hegemonic discourses that have redefined VET over the intervening years. Into this mix it is speculated a third sub-theme, that of social capital development, is now emerging. The new social paradigm however is likely to create new uncertainties and expectations in a system that struggles to cope with existing reforms.
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Adey, Philip. „Cognitive acceleration : science and other entrances to formal operations“. Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/448/.
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Lilly-Warner, Regina Madeline. „Opinions of parents, students, and other educational stakeholders in one urban setting toward middle level education /“. Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027492.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).
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Culpepper, Deberae. „The Development of Tracking and Its Historical Impact on Minority Students“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/999.
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In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices remained unclear. Using critical race theory, this study produced an historical analysis of the interaction of these two programs. This included a systematic identification of the originating factors influencing tracking and contemporary tracking policies and practices to understand how tracking affected racial minority students' access to equal educational opportunities in the early 1900s and from 2006 to 2009. Data sources used included archival records that contained tracking data, policy discussions, and policy records; these were used to determine how and why tracking was implemented in one public school district and the impact of the policy itself. Themes were identified using latent and manifest coding procedures including deductive categorization. Results indicated that one unintentional side effect of tracking was the placement of students unfamiliar with traditional White cultures into lower skill student tracks. Further, a comparison of the 1920s and 2006 to 2009 tracking and vocational education programs indicated no adaptations to ameliorate these unintentional side effects. Implications for positive social change include clarifying to policymakers issues in tracking as a means of placement that may result in inappropriate decisions that limit options for minority students.
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Walden, Beth. „The Other Side of Distance Education: Learner Interaction at Remote Sites“. DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/4665.
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This dissertation describes the observations of the interaction of adult learners at remote distance education sites. The researcher audited 11 complete courses at four receive sites during two academic terms. The observations were done in the Com-Net, audio-graphic system provided by Utah State University. The courses were provided for university credit to adults around the state.
The research was designed to answer three research questions:
1.What interactions do learners at a distance exhibit in their educational setting? 2.What observable events appear to prompt the beginning and ending of the learners' interactions? 3.What observable outcomes result from the learners' interactions? A field study was conducted, using qualitative methodologies.
In addition to answering the three research questions, the researcher observed four types of interaction already described in the literature of the field of distance education and identified a fifth type of interaction based on the field observations. The researcher also expanded on Burnham's definition of parallel learning in distance education.
Finally, in this document, the researcher offers a definition of adult learner interaction at remote sites. The definition is provided to spark further discussion and research
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Jones, Kay-Lee Emma. „Partial immersion te reo Māori Education : An investigative study about the forgotten other of Māori Education“. Thesis, University of Canterbury. School of Teacher Education- Primary, 2015. http://hdl.handle.net/10092/10589.
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Māori education has grown out of a long and varied history of Māori engagement with Western forms of schooling. Full immersion Māori learning environments such as kura kaupapa Māori emerged from a background of colonial Mission schools, Native Schools, and evolving assimilation and integration educational policies. It is the subsequent loss of language, continual Māori school underachievement and Māori struggles for indigenous self-determination that have provided the conditions in which the development of Kaupapa Māori otherwise known as Māori medium education has taken place. Māori medium education has emerged in varying forms and differing levels of Māori language immersion, although the principles and philosophies of these environments remain particularly Māori orientated. Kaupapa Māori education is largely built upon whānau aspirations and is set within a Māori framework of learning and Māori language teaching.
In addition to full immersion Māori schools there are other classroom settings that offer varied levels of Māori language instruction. Some of these classrooms have been established in English medium schools, creating a bilingual context. While full immersion schools focus on the breadth of all things Māori, bilingual schools may have a slightly different focus. May, Hill and Tiakiwai (2006 p.1) in their review of Bilingual Education in Aotearoa explain it as an area of instruction where school subjects are taught in two languages (Māori and English) and students become fluent orators and writers in both.
Little is understood about the dynamics of partial immersion programmes and the contribution these settings make to Māori language and cultural knowledge acquisition and to wider self-determination aspirations of Māori. Drawing from the contributed insights of teaching staff, whānau and other stakeholders linked to partial immersion education, this research considers these settings to better understand the relationship between language acquisition and cultural knowledge attainment. A synergy of Kaupapa Māori theory with a qualitative interpretivist approach has guided the research process. The rationale for the research was to strengthen cultural knowledge and cultural aspirations which made it appropriate to use Kaupapa Māori principles as a foundation of which to develop the research. As research is currently limited in this respect a more extensive understanding of the teaching and learning programmes within a partial immersion classroom may be paramount to their continuation and success.
Key findings emerged from the participant interviews and clear characteristics of these environments developed: Whānau (family), te reo Māori me ōna tikanga (Māori language and cultural customs) Māori values, and Māori pedagogies. The participants talked about many features particular to partial immersion education that linked to these four themes. The themes were further analysed to find key positive outcomes of these settings. A strong sense of pride in identity, particularly Māori identity and Māori succeeding as Māori were the two key positive outcomes that emerged from the participant data.
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Norman, Michael C. „Parents' Perceptions Regarding the Special Education Classification of Other Health Impairment (OHI)“. ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2265.
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Students identified by the special education classification Other Health Impairment (OHI) represent the third largest group of students receiving special education services in the United States. The special education services offered these students include both academic and health related supports. The delivery of these services is enhanced when a partnership exits between the primary stakeholders; the student, parents, the school personnel, and the medical personnel. The use of Family Centered Care principles in the delivery of these services supports and maintains the partnership.
Following the qualitative analysis of a series of interviews of parents whose children were classified as OHI, descriptive and inferential themes were derived from the interview data. These themes are discussed relative to the parents’ belief that the classification provided;
access to appropriate special education and school-based health care allowing their children to achieve their maximum potential,
parental satisfaction with the special education and school-based health care services provided, and
the use of Family-Centered Care principles.
Key Words: special education, health impairment, OHI, family
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Robinson, Stuart. „The Other White Cube: Finding Museums Among Us“. Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/317041.
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Since hitting mass markets in the 1920s, refrigerators have occupied a lovable corner not just in American kitchens but also in American culture. The story of humankind has always been the story of food, around which we congregate, negotiate power, and explore methods of control. As the U.S. transitioned to industrial, mechanical convenience in the twentieth century, refrigerators replaced hearths as household communication centers, and it has become commonplace to decorate refrigerator surfaces with photographs, keepsakes, lists, and other items of visual culture. As meaningful, expressive arrangements, the curatorial dimensions of such displays have called for their investigation. From January to June of 2013, the Other White Cube Project studied the cultural phenomenon by collecting photographs and questionnaires online at theotherwhitecube.com. From 200 submissions, the project connected activities at home with institutional roles at large. The educational effort performed post-museum theory, in which audiences and institutions share power, build community, and promote awareness. By equating museums with everyday spaces, curators with everyday people, and art with everyday objects, the Other White Cube Project approached three keys to learning in art museums - comfort, relevance, and readability. The project also examined the aesthetic, social, and practical barometers that direct daily choices, which shape consciousness and subsequent interactions with space. In that sense, everyone is a curator - of some kind and of some place.
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Diaz, Carlos Joseph. „Perceptions of Latino Students who enrolled in the Adult Basic Education/Under-aged General Education Development Program: Searching a Caring High School Experience“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5211.
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The increasing number of Latino students presents unique challenges to and infinite possibilities for the educational system. Significant numbers of second-generation Latino students are considered at risk for completing a high school credentialing program. Latino students in public and private high schools were more likely to drop out than their White counterparts, and this has curtailed the advancement of Latinos into post-secondary settings. Ultimately, this impacts economic upward mobility. Furthermore, males are more likely than females to drop out of high school, are more frequently disciplined, suspended, and/or expelled from school than their gender counterparts (Perkins-Gough, 2006; Sacks, 2005; Solórzano,Villalpando, & Oseguera, 2005; Yosso & Solórzano, 2006).
This phenomenologically informed multi-case study was conducted to report the recollections of second-generation Latino high school students involved in one high school credentialing option, the Adult Basic Education (ABE)/Under-aged General Education Development (GED) Program. The study relied primarily on gathering data via semi-structured interviews yielding audiotaped transcripts, engaging in recording personal notes in a journal, and amassing pertinent documents for analysis.
The results of the study revealed that alternative programs such as the ABE/Under-aged GED program serve an important purpose. Students, who require a more structured environment with a lower student to teacher ratio and greater academic focus than the traditional high school context, can earn a high school credential despite obstacles which have cast them in the category referred to as at risk. Such was the case with the five Latinos who were the subjects of the study. They all successfully navigated the program, mastered the curriculum and earned a General Education Development credential. In order to accomplish this feat, these Latinos demonstrated resilience, persistence, and tenacity in the face of peer-pressure, poverty, illness, single-parent family dynamics, and self-doubt.
Moreover, the development of positive relationships with and among all stakeholders must be a priority for everyone in the school building. Schools which create a culture that is caring, consistent, and comprehensible have positive influences on all school stakeholders. A school culture and climate that fosters positive student-teacher, student-administrator, and teacher-administrator relationships provides an environmental protective factor that increases the likelihood of academic and personal resilience for students.
The conclusions which were constructed utilized an inquiry framework based upon a critical perspective, primarily in the Latinoa/Latino Critical Race Theory tradition. The interwoven concepts of Leadership for Social Justice and the Ethics of Accountability Practice were paramount in searching for the real-life possibilities of how educational leadership is capable of enhancing and/or hindering the educational experiences of these Latino students. A greater number of questions rather than answers were generated regarding what can be done to aid a rapidly expanding student population and even more specifically, the issues associated with Latino males who struggle to succeed in attaining a high school credential at an alarming rate
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Quintero, Nicole Ella. „The transition to kindergarten family and teacher practices for children with autism and other developmental disabilities /“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Niemeyer, Arielle F. „Place-based Scholarship Program Design, Context, and Intergenerational Mobility: A Case Study of the Kalamazoo Promise Scholarship Program“. VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3829.
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Earning a college degree correlates with achieving financial security. Thus, improving an individual’s access to college is a key tactic used to mitigate poverty and foster intergenerational mobility. Despite the recognized value of higher education, earning a degree remains unattainable for many because of financial constraints. However, research definitively demonstrates that financial aid overcomes that obstacle. It also reveals that some program designs are more effective than others. The Kalamazoo Promise is a place-based scholarship program that offers four-year, full-tuition scholarships to residents who graduate from a Kalamazoo public high school. It is characterized by first-dollar and universal eligibility features, which are fundamental to designs that promote upward economic mobility. Leveraging a rapidly growing body of knowledge that links context (place) to upward mobility, this study examined the relationships between the Kalamazoo Promise, the place where it is based, and intergenerational mobility. My investigation focused on the interplay between the program design and its context. I examined changes, which emerged in the first five years after the program’s inception, in four Kalamazoo City characteristics that correlate with mobility. The study revealed increases in residential and school segregation by race and class, intense income inequality, elementary school quality that continued to lag behind the quality in neighboring communities despite improvements in test scores, and a reduction in family stability. These findings suggest that in the first five years the Kalamazoo Promise did not produce impacts to the context, in direction or magnitude, to improve intergenerational mobility. In the future, longitudinal research and mixed methods studies could add richness to our understanding of the people and place. In addition, changes to school assignment policies, modifications to the promise program design, and adjustments to employer recruitment/enticement programs are proposed.
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Bowers, Lanny R. „Religion and Education: A Study of the Interrelationship Between Fundamentalism and Education in Contemporary America“. Digital Commons @ East Tennessee State University, 1985. https://dc.etsu.edu/etd/2639.
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Problem. The problem of this study was to ascertain the extent that education has become a focus of attack by fundamentalist groups during the past two decades in America. Design. The study was designed to consist of five chapters: an Introduction, a Review of Related Literature, Methods and Procedures, Presentation of Data and Analysis of Research Questions, and Summary, Conclusions, and Recommendations. An attempt was made to present a compilation of the literature published relating religious fundamentalism to education in the United States. In Chapter 2, the attempt was to provide a historical overview of the literature to provide a definitive statement on the development of relationships between Church and State and their appendages. Specifically, the literature of the 1970s and 1980s were presented to establish resurgent attitudes and patterns. In Chapter 4, each of four basic questions pertaining to the phenomenon was analyzed. There were: (a) which societal factors have been historically associated with a rise in fundamentalism? (b) How has the role of the media influenced fundamentalist movements in shaping their focus of attack? (c) Why is the educational system so crucial a subject for directing social change?, and (d) Are there parallels between the Neo-Fundamentalist movement and other political movements? In Chapter 5, tentative conclusions were drawn based upon the observations. Conclusions. It was concluded that rapidly changing social, cultural, and technological conditions in society causes a concurrent flux in social institutions resulting in various reactionary trends. Rising pluralism, insecurity and frustration, feelings of individual powerlessness, institutionalization and increasing secularism all give rise to reactionary religious thought. The use of modern media as an instrument of division and conquest by fundamentalists is basic to their attack. The media is used to network all fundamentalists and neutralize those individuals, corporations, political parties, and groups declared in opposition to fundamentalist beliefs. The educational system has been increasingly attacked by the fundamentalist due to a perceived or constructed conflict of purpose, variant emphasis of subject matter, the end goals of the system, and the school's visibility. Finally, there is a substantial similarity between all social movements that pursue varying degrees of totalitarianism in their development of a national fervor, use of propaganda and force prejudice, deception, and hatred for opposing ideas.
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Williams, Derrick L. „The Relationship Between Student Achievement and Other Selected Variables and Teacher Engagement“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/70.
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It was the goal of this study to determine the relationship between student achievement and other selected variable such as principal years of experience, student socioeconomic status, teachers’ perceptions of administrative support, students’ perceptions of teacher support, and teacher attendance to teacher engagement. The study also determined if the variables along with teacher engagement were predictors of attrition. Pearson correlations were used to analyze the data that had the greatest significant relationship to teacher engagement. Regression tests were used to determine if the variables were predictors of attrition. The researcher concluded that student achievement, teachers’ perceptions of principal support, and students’ perceptions of teachers had the most significant relationship to teacher engagement; student socioeconomic status had a negative relationship with teacher engagement. The researcher found that the selected variables were not significant predictors of teacher attrition. Recommendations were suggested for central office leaders, building level leaders, teachers, and future researchers.
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O'Brien, Shannon Jill. „Facebook and Other Internet Use and the Academic Performance of College Students“. Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/140419.
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Educational PsychologyPh.D.
This study explored college students' use of the Internet and Facebook as well as whether usage patterns, and perceptions about the academic effects of use, relate to time spent studying and/or academic performance. One hundred sixty undergraduate students completed an online survey designed to measure the frequency, duration, intensity, and academic impact of their Internet and Facebook use. Results indicate that students devote a significant amount of time to both academic (M = 1.82 hrs per day) and recreational (M = 2.50 hrs per day) Internet activities, and that Facebook users (n = 153, 96% of the sample) spend an average of two hours per day on the site, accounting for almost half of total time spent on the Internet and approximately 80% of recreational use. Results also show that spending more time on the Internet for academic purposes, waiting longer to check Facebook when studying or doing schoolwork, and spending less time on the Internet for fun, are all significant predictor
Temple University--Theses
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Williams, James H. „The impact of school climate and other selected variables on student achievement“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/473.
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This study examined the impact of school climate on student achievement in the DeKaib County School System (DCSS). It was the contention that various factors impact school climate. Students who attend schools with a large population of students from low socioeconomic family status are more likely to perform poorly on standardized tests. Data were collected and analyzed from forty randomly selected elementary schools in the DCSS, utilizing a 40-item Likert-type instrument, O’Neal’s Effective Schools Climate Inventory. The Pearson r correlation coefficient was used to test for significance. This study found that there was a significant relationship between student achievement on the Iowa Tests of Basic Skills fourth-grade reading scores and socioeconomic status of the schools. To a lesser degree, there was a significant relationship between student achievement and gender of the principal. It was also discovered that there was no significant difference between principals’ race and years of experience and student achievement. One of the major conclusions of this study is that student achievement is greatly impacted by socioeconomic status of the school. To improve student achievement in low socioeconomic schools, principals must provide staff development activities that will empower teachers to use teaching strategies which will improve school climate for this population and subsequently affect student achievement.
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Young, Taffeta. „The effectiveness of instructional coaching and other variables on student achievement as perceived by teachers: Implications for educational leaders“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/40.
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This study examined instructional coaching and other variables on student achievement as perceived by teachers. The independent variables in the study were teacher efficacy, coaching individual teachers, coaching groups of teachers, instructional strategies, teacher-coach interpersonal relationships and teacher demographics. The dependent variable was student achievement. A quantitative survey was given to all third through fifth grade teachers of students participating in free, academic-based, elementary level classrooms in a large Atlanta metropolitan public school district. The three selected schools were Title I schools with over 85% student eligibility for free or reduced lunch and 92% minority student enrollment. Twenty-eight teachers responded to the coaching questionnaire. The results of the study indicated that there was a statistically significant relationship between teachers receiving individualized professional development and student achievement. A regression analysis found that the most impacting variables on student achievement in reading were ethnicity, teacher efficacy, individualized professional development and class size. A regression analysis was used to further determine which independent variables had the strongest impact on student achievement in English language arts. The regression showed that the strongest impacting variables again were ethnicity, teacher efficacy, individualized professional development and class size. Based on the results of the study, it is recommended that the district should provide more individualized professional development in the classroom and additional coaches are needed in order to spend significant amount of time to perform instructional strategies with teachers. To improve teacher efficacy in the classroom, the system needs to strengthen their professional development by providing the kind of instructional strategies that was used in this study. In order to meet the diverse needs of students and increase student achievement, it is recommended that the High Definition Lesson Planning Model and the Observation-Based Instructional Assessment (OBIA) be implemented. In order for a coaching program to remain effective, district officials and building level administrators need to provide clear, explicit, and consistent support. Finally, this study, showed that interpersonal relationships played a significant role in teacher perceptions of a coaches' effectiveness. Therefore, before hiring a coach the school should seek one that can balance a pleasant disposition with professional expertise.
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Gough, Sharon R. „Spiritual and religious diversity: Implications for counselor education programs“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/714.
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The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVC) identifies 9 core competencies for integrating spirituality/religion into practice. Previous research indicates that some mental health professionals have experienced discomfort when considering the balance between religious ideology (RI) and scientific orientation (SO) in their practice. However, no research exists assessing this potential for cognitive dissonance among mental health professionals nor has there been a test of the relative influence of RI/SO on approval of ASERVC competency integration into counselor training. Therefore, the purpose of this quantitative study was first to assess RI/SO cognitive dissonance and, second, to test RI/SO relative to ASERVC competency integration. The Religious Ideology, Scientific Orientation, Conflict Questionnaire and Core Competency Questionnaire was administered to a random sample of American Psychological Association and American Counseling Association professionals. The results from t tests revealed a significant difference in cognitive dissonance with higher scores on both RI/SO associated with greater dissonance. Multiple regression analysis revealed neither RI nor SO predict competency approval. Findings suggest an important social-change implication: Counselors may not perceive a conflict between RI and SO and, therefore, may be willing to accept the integration of the ASERVC competencies into their training. Implications also include changes in curricular requirements within academic programs that train counselors, social workers, and psychologists to integrate these competencies; considerations for ethical guidelines addressing religious and spiritual diversity; and the development of continuing education coursework pertaining to spiritual and religious diversity competencies.
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Nyarambi, Arnold. „Autism in Other Cultures: Considering Culture in Diagnosis and Intervention to Autism“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8232.
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French, Cora L. „The Relationship of Intercultural Sensitivity to Extension Agents' Cross-cultural Experiences and Other Factors“. The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586832.
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Eafford, Felisa R. „The Impact of High School Exit Exams and Other Predictors on College Readiness: A National Study“. University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449595924.
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Lucas, Krista L. „What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences“. Thesis, Boston College, 2011. http://hdl.handle.net/2345/3053.
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Thesis advisor: Curt Dudley-MarlingThe central focus of this dissertation is the schooling experiences of a small group of culturally and linguistically diverse students. The problem this study addresses is the relative absence of "student voice" in broader conversations about successful teacher preparation for culturally and linguistically diverse classrooms. Conceptual and empirical literature on culturally responsive pedagogy, student voice and experience are reviewed as a means of situating the study. The theoretical framework incorporates sociocultural theories on teaching and learning, as well as sociological conceptions of childhood. Sixteen elementary school students attending public suburban, urban, and charter schools participated in this study. Primary data sources include transcripts from individual in-depth interviews and focus group conversations, and elicited student drawings. The qualitative research traditions of phenomenology and narrative analysis influenced data interpretation. Findings are presented thematically, and four overarching themes were identified. Each of the four findings chapters speaks to the students' experiences with learning, their peers, their teacher, and voice, both in the classroom and the research process itself. The perspectives shared by participants provide powerful glimpses into effective schooling for `other people's children' (Delpit, 1995)
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Krotseng, Marsha V. „To be or merely to seem? : investigating the image of the modern "education governor"“. W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618888.
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Daniel Boorstin claimed in 1962 that for twentieth-century Americans, "fact or fantasy, the image becomes the thing." The 1980s abound with governors promising education reform in their states, activities underscored by the August 1986 National Governors' Association education report, Time for Results. Thus, the image of the "Education Governor" has become the fashionable "thing." But does fact or fantasy lie beneath the surface of this image? This research probes that question through considering (1) the extent to which specific educational measures proposed in Inaugural and State of the State Addresses of twenty modern-day "Education Governors" correspond with their subsequent actions and (2) the personal attributes, professional ties, and educational involvement which characterize these "Education Governors" of the 1960s through the 1980s.;However, the historical record reveals that the "Education Governor" is not a new phenomenon. During the early 1900s a number of governors gained state and regional as well as national prominence for their outspoken efforts to promote public education. Preeminent among these individuals is Charles Brantley Aycock, still revered as North Carolina's great "Education(al) Governor.".;This "Education Governor" image was projected into modern times through former North Carolina Governor Terry Sanford's invocation of Aycock's legacy. While little consensus exists as to a distinct group of modern "Education Governors," the characteristics of their early twentieth century predecessors suggest that such individuals would espouse educational reform and, consequently, earn nationwide renown. These qualities also should describe governors judged to have been outstanding and who have participated actively in the Education Commission of the States. Twenty governors of the 1960s through 1980s who share such attributes--and, hence became the focus of this study--include Jerry Apodaca; Reubin Askew; Edmund Brown, Sr.; John Chafee; William Clinton; Winfield Dunn; Pierre duPont, IV; Robert Graham; Clifford Hansen; Mark Hatfield; Richard Hughes; James Hunt; Thomas Kean; Tom McCall; Robert McNair; William Milliken; Russell Peterson; Calvin Rampton; Robert Ray; and Terry Sanford.;Ultimately, the rhetoric of these so-called modern "Education Governors" proved congruent with the reality of their actions. All emphasized educational "quality" and "excellence." Nineteen increased direct state expenditures for education at a rate substantially higher than inflation. Thirteen participated in regional or national education organizations, and eight had been involved with education prior to their election.
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Johnson-Porter, Phyllis E. „Muaic ecucation and other school related factors influencing reading achievement: implications for educations“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/63.
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This study investigated whether student achievement in reading could be explained by the students' socioeconomic status in relation to leadership and organizational styles of educational leaders and teachers' methods and strategies. This study also examined whether musical training in pitch discrimination facilitated reading achievement. The population of this study consisted of four second and four third grade classes, totaling 139 students and eight teachers from a Georgia Public School System. Students were matched in age and socioeconomic status. Two of the four classes from each grade level formed the experimental group and the other two constituted the control group. The experimental group received eight weeks of 30-minute musical training in pitch discrimination and the control group received eight weeks of 30-minute musical training, without receiving any special treatment related to pitch discrimination. The findings of this study posit that there is a highly significant statistical relationship between student achievement in reading and students' socioeconomic status and a significant relationship between student achievement in reading and parent involvement. The findings of this study also suggest that there is a relationship between student achievement in reading and gender and a relationship between student reading motivation and pre/posttest gains in musical pitch discrimination. It is recommended that further studies be done over a longer period of time as a means of clarifying the effects of each independent variable on students' achievement in reading.
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Diniaco, GeorgiAnn. „The relationship of family status and alcohol and other drug use among adolescents /“. The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648649488.
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Fisler, Jodi. „The elephant in the room: Deconstructing the place of conservatives in the student affairs profession“. W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791827.
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The student affairs profession places considerable emphasis on the values of diversity, inclusiveness, and social justice as part of its mission to foster the holistic development of college students. Many vocal conservative critics point to these values as evidence of the liberal worldview that they claim dominates the higher education landscape. This critical, phenomenological study was designed around the premise that higher education, and, specifically, student affairs, is characterized by a liberal ideology that privileges those in the profession who identify as liberal. The study explored the perceptions and experiences of 12 self-identified conservative student affairs professionals in order to better understand the nature and impact of the hegemony that operates within the field. The findings then served as the basis for a deconstruction of the lived ideology of the profession. The premise of the study was affirmed by the experiences of many of the participants. Intent aside, majority status alone appears to confer certain privileges on liberals, allowing them to speak or act in ways that leave some conservatives feeling devalued and marginalized. The study identifies specific manifestations of liberal privilege, as well as a variety of strategies used by participants to respond and/or cope. The study findings reveal that participants differed considerably in how, and to what degree, they experienced student affairs as a hegemonic culture. Possible reasons for this are discussed, along with recommendations and avenues for further inquiry.
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Cho, Kyungwon. „Groundwork for a theory of psychopedagogy Freud, Lacan, and other theorists /“. Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273138541&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Smith, Deborah L. „Earth science education : hands-on activities and other resources aiding elementary school teachers /“. Connect to resource, 1999. http://hdl.handle.net/1811/28566.
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Fu, Yun-ting Leslie, und 傅恩庭. „Reforming education through the choice movement: what can we learn from other countries?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27593903.
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De, La Garza Jr Mario A. „The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500038/.
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Counselor cognitive complexity is a counselor’s ability to recognize and organize multiple characteristics that might affect client needs. I examined whether various admissions criteria–Graduate Record Examination (GRE) Verbal, Quantitative, and Analytical Writing scores; previous coursework grade point averages; and faculty co-leaders’ admissions group interview ratings–for 182 applicants to a southwestern U.S. CACREP-accredited master’s counseling program predicted cognitive complexity scores on a modified Counselor Cognitions Questionnaire (CCQ). Participants were predominantly ages 20 to 30 years (91.8%), female (91.8%), and White (81.3%). Multiple regression analyses showed statistical significance with small effect sizes: the admissions criteria together significantly predicted cognitive complexity differentiation (p = .033), accounting for 6.6% of variance, and cognitive complexity integration (p = .003), accounting for 9.8% of variance. The small effect sizes and low variance percentages support the idea that cognitive complexity measured by the modified CCQ is a substantially different phenomenon from commonly-assessed academic aptitude and personality characteristics. If future researchers confirm these findings with additional samples, subsequent researchers could determine whether one or both domains of cognitive complexity, either alone or in combination with one or more of the commonly used admissions criteria, could help counselor educators better predict which applicants will be successful in master’s programs and the counseling field.
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DuPont, Carrie Sue. „The Relationship Between Counselor Educator Technology Self-Efficacy and Distance Counseling Skills Education“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7632.
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Grounded in Bandura's theory of self-efficacy, the purpose of this study was to examine if one aspect of counselor training, counselor educator self-efficacy with technology (SE), was associated with counselor educator teaching distance counseling skills in their classroom (INC). For this correlation study, 176 counselor educators in the United States with experience teaching a skills-based class completed an anonymous online survey. Survey data were used to assess if self-efficacy with technology and demographic data were related to the inclusion of distance counseling skills in the classroom. Point-biserial correlation and logistic regression analysis were used to examine relationships between SE, demographic data, and INC. There was a positive correlation between the Intrapersonal technology integrations scale (ITIS) score, used to measure SE, and INC scoresn=176, rpb=.343, p< .001. A logistic regression was performed to determine the effects of prior experience (EXP), availability of technology (AV), and SE on teaching distance counseling skills. The model was statistically significant, χ2 (3) = 64.342, p <.000., explained 41.5 % (Nagelkerke R2) of the variance in teaching distance counseling, and correctly classified 79.3% of cases. The results of the logistic regression analysis indicated that SE, EXP, and AV were significant predictors of INC. The findings confirm prior research on technology integration in education. Specifically, availability of technology, although an important factor, is not the only variable impacting technology integration. The findings from this study can help guide counselor training programs to prepare students for the expanding use of technology in counseling increasing access to care.
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Angus, Gail Pamela. „The effects of school-wide positive behavior interventions and supports on student achievement and other outcomes“. CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/1805.
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The purpose of this study is to determine the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance and other outcomes. The participants in the study are eight middle schools from an urban Southern California school district that were mandated to implement SWPBIS in 2005.
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Sidiropoulou, Panagiota. „Moral and other educational significance of the arts in philosophy and recent Scottish educational policy“. Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5836.
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The immense value of the arts has long been recognized by diverse cultures and such recognition has mostly guaranteed their inclusion in educational and school curricula the world over. The arts are considered valuable for numerous reasons, but their inclusion depends on particular interpretations of their merits that may sometimes have failed to realise their full or real potential. Although some ways of valuing the arts date back to antiquity, debates about the value of arts certainly deserve no less consideration in the modern context. Plato was sceptical about the moral value of the arts and regarded them as of dubious educational significance. He thought the arts were more a matter of rhetoric than reason. However, taking a more positive view of the moral power of the arts, Aristotle defended both the arts and rhetoric as potentially contributory to personal formation and the development of moral virtue. At all events, if the arts are to remain educationally defensible, it is arguable that educational theorists and policy makers need to demonstrate their capacity for: (i) objective aesthetic judgement; and (ii) the communication of knowledge and/or truth. Both of these are contentious, as artistic and aesthetic value judgements have often been said to be subjective or personal. In this context, the distinction between judging something as good (which requires reasons) or simply liking it (which does not) is crucial. Here, establishing the objective rational character of the arts seems to be a precondition of demonstrating their potential for knowledge or truth. Arguably, however, there are different respects in which arts may be said to contribute to the development of understanding and appreciation in human agents of themselves, of their relationships with others and of the world, e.g.: (i) aesthetic (sensory) appreciation; (ii) development of imagination; (iii) understanding of aspects of human psychology; (iv) education of the emotions; (v) and moral understanding. In this essay, various philosophical defences of the ‘intrinsic’ (personally formative) educational value of the arts will be drawn from the literature of philosophy and education. Following discussions of ancient arguments for and against the arts, the thesis will discuss at some length defences of the educational value of the arts offered by the American great books tradition, British literary and cultural critics and more recent educational philosophers and theorists. In the final ‘conceptual’ chapter of the thesis, two contemporary works of cinema are discussed to reinforce the key arguments of the thesis. However, having explored the nature and potential of the arts and arts education from a philosophical perspective, this study then seeks to enquire into recent Scottish educational policy developments with reference to the role of arts in arts education and in education more generally through: (i) the exploration of policy documents and official guidelines; and (ii) the voices of interviewees and other research participants involved in Scottish policy making. The thesis will conclude from this enquiry that the educational value and significance of the arts is not adequately appreciated in contemporary Scottish (and perhaps other) educational policy and practice. The study concludes by advocating a return to Aristotle’s conception of the arts as contributory to phronesis (the practical wisdom of virtue), rather than techne (the technical knowledge of skill). Narrow specialisation in forms of training are liable to leave people uninitiated into the wisdom and moral power of the arts –benefits that should ideally be available to all. From the perspective of this thesis, only a broad educational approach that encompasses thorough arts education will result in well-rounded, emotionally intelligent and truly educated human beings.
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Powless, Seth J. „College Student Satisfaction: The Impact of Facebook and Other Factors“. University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1296829879.
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Eberhard, Joseph P. „Multidimensional Leadership: Masculine and Feminine Leadership Approaches in Public Education“. FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3392.
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With two-thirds of new leaders being women, it has become increasingly more clear that the face of our educational organizations is changing both symbolically and substantively. The demands placed on public education have also grown exponentially. If society demands that schools become better, then it is necessary to investigate the approaches that school leaders utilize in making decisions.
The purpose of this research was to explore the different approaches that educational leaders implement during their decision-making processes. The present study asked 20 school leaders within Miami Dade County Public Schools to report and explain their personal approaches to leadership to determine if these individuals utilize the reporting categories of masculine, feminine, or multidimensional decision making.
Following a four-round modified electronic Delphi technique, involving an open-ended questionnaire, a situation specific decision making survey, and two subsequent rounds of reflection, it was determined that the majority of school leaders use a multidimensional approach in making decisions; however, these individuals did not adhere strictly to any one of the specific reporting categories discussed. The study showed that the incorporation of several approaches contributed to the decision-making processes of educational leaders.
Although contrary to relevant literature in the field, participants’ leadership approaches were not stringently tied to whether they happened to be male or female. The results of the current study suggest that research in sex-role orientations and gender studies, especially in the fields of organizational and educational leadership, may be evolving. The complex nature surrounding leadership in schools may imply that the infusion of a diverse or multidimensional approach to decision making is a necessary part of steering an organization towards a path that meets contemporary education demands.
The environment particular to each school determines the leadership approach that is appropriate. Environmental variables may include the school’s history, the demographics of students and personnel, and details involving the type of organizational culture that has been fostered. Practical implications of the current study include exploring appropriate leadership and the role that multidimensional leadership approaches have in fulfilling the needs of specific schools. These leadership styles not only incorporate masculine and feminine leadership approaches, but also integrate approaches that can be considered androgynous and multidimensional.
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McClimans, Melinda C. „Pushing Students' Self/Other Boundaries in Order to Teach Critically About Difference“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu154599273146207.
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Alshoaibi, Hamood. „TOWARDS IMPROVING THE EDUCATION FUNDING POLICY IN OMAN: LESSONS LEARNED FROM OTHER OIL DEPENDENT NATIONS“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1584.
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The education system in Oman underwent tremendous development during the past four decades, however, the national economy dependency on oil threatens the sustainability of its education funding. This study aims to explore the relationship between education funding and oil price fluctuations in Qatar, U.A.E., and Oman from 1975 to 2015. Moreover, it aims to suggest new economic alternatives to diversify the education funding sources in Oman. This quantitative study, under the framework of Human Capital Theory, utilized descriptive and associational approaches to study the association between oil prices and education expenditures in the three countries. Multiple regression analyses showed that oil prices significantly predicted the government expenditure on education in Oman and Qatar with (β = -0.40, p = 0.013) and (β = 2.47, p = 0.02) respectively, while it was not significant in predicting the government expenditure on education (β = 0.36, p = 0.40) in the U.A.E. This study highlighted how Qatar and U.A.E were successful in moving away from oil dependency. The researcher recommended that the Omani government must encourage the inflow of direct foreign investment into its education field, like establishment of new education hubs, educational cities, and opening new branches for some of the leading educational institutions from around the world. The researcher plans to conduct future qualitative research to enrich knowledge in this area.
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Liptak, Loretta M. „A comparison of open-mindedness between health educators and other educators : a preliminary investigation /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011224774.
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Rice, Frederick. „Using Self-Other Differences to Predict College Men's Willingness to Intervene| Assessing the Moderating Effect of Masculine Gender Role Stress“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690454.
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This thesis examined the extent to which rape-supportive attitudinal self-other differences (SODs) predicted college men’s willingness to intervene as bystanders in potential situations of rape and sexual assault. The study also assessed the extent to which masculine gender role stress (MGRS) moderated this relationship. The online survey study included 33 undergraduate male students at a large state-sponsored university in southern California. Participants were asked for their attitudes and beliefs about masculinity, rape, and sexual assault, as well as the degree to which they would be willing to intervene against rape and sexual assault. Additionally, the survey asked participants how supportive of rape they thought to be the average male student on their campus. Results from OLS regression indicated that rape-supportive attitudinal SODs significantly predicted participants’ reported willingness to intervene, such that those with higher SODs reported lower willingness. Results from hierarchical linear regression indicated that MGRS had no moderating effect.
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Campbell, Emily B. „The Remedial Math Process: Age and Other Factors Affecting Attrition among Students in Community Colleges“. ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2248.
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This study conceptualized remedial education as an attrition process in which students either progress onto the next stage or they do not, and had a particular emphasis on how age affects students’ remedial path. The purpose of this quantitative study was twofold. The researcher first sought to understand the points at which students fail to progress within the remedial math process (enrollment in remedial coursework, completion of the remedial sequence, enrollment in a college-level course, and passing the college-level course), and to statistically model the pre- and post-college entry predictors of that attrition among first-time, associate degree-seeking students referred to remedial math in community colleges in Louisiana. The study also had a particular focus upon the effect age has on students’ ability to successfully remediate. Longitudinal, student-level data from ten community colleges in Louisiana were used for the analysis. Multiple logistic regression analysis was utilized to answer the research questions.
Results showed the first step in the remedial process (enrolling in a remedial math course) to be the greatest attrition point, with 88.2% of students failing to enroll in a remedial math class. Gender, high school GPA, age, full-time enrollment, and college GPA were found to be significant predictors of remedial math course enrollment. In terms of the second step (enrollment in a college-level math course), age, extent of remedial math need, unmet financial need, high school GPA, and college GPA were found to be significant predictors. By the third step (enrollment in a college-level math course) and fourth step (passing, with a grade of C or better, a college-level math course), the significant covariates narrowed to extent of remedial math need and college GPA, respectively. With regards to age, this study’s findings reveal that age matters during the first two stages of remediation (enrollment in a remedial math course and completion of the remedial math sequence). Specifically, age decreases the likelihood of enrolling in a remedial math course but increases the likelihood of completing the remedial math sequence.
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Riesbeck, Randi Reigel. „The impact of leadership and other factors on successful International Baccalaureate Diploma Programs in the United States“. W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154154.
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Haynes, William M. „Drinking and driving in Canada an evaluation of legal policy and other countermeasures“. Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4614.
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