Dissertationen: „Student’s perceptions“

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Laurent, David, und Sorato Bereket Ayele. „Assessment of Entrepreneurial Success perceptions at Umeå University : A quantitative study on student’s perceptions of entrepreneurial success“. Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95230.

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This research focused on assessing the perception of student´s at Umeå School of Business and Economics towards entrepreneurial success. Moreover this research focused on comparing student’s perception and perception of importance of entrepreneurial success, which has been defined three dimensionally. The conceptual definition of entrepreneurial success has emerged from the existing literature and could be explained as follow: entrepreneurial success is a cluster of financial performance, operational performance and Satisfaction (which refers to the entrepreneur’s satisfaction. We identified that the literature was remaining in some ways nebulous when it was to officially define the notion of entrepreneurial success. This notion has been somehow associated to the perception of entrepreneurial success, because of the approach or methods that have been used to assess it. Moreover, we have identified that some factors have been confirmed as influencing the perception of entrepreneurial success, however these results were not targeted students, but mainly entrepreneurs. We formulated the following research question: Which factors influence the perception and the perception of importance of entrepreneurial success, among Umea University‘s students? This research has been conducted by including all master program students and bachelor students in graduating class at Umeå School of Business and Economics, to examine their perception of entrepreneurial success generally and additionally compare their perception in order to determine whether some factors were influencing their perceptions. The conceptual model has been created in order to determine whether the selected variables: Gender, age, background and perception of entrepreneurship as a culture is influencing two aspects: the perception of entrepreneurial success and the perception of importance of the entrepreneurial success. These two aspects have been underlined by the two first questions of our questionnaire, and have been defined according the same dimensions: Financial performance, Operational performance and satisfaction These previous four variables have permitted to form groups in order to attest of potential differences of perceptions. From all the analysis that have been proceeded. It has been found that not all the components from the conceptual model were likely to be considered as influencing the perception of entrepreneurial success and the perception of importance of entrepreneurial success.

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Molo, Ryan Patromo, und Justin Carre. „Green Marketing : Student’s perceptions and preferences in the University of Gavle“. Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19894.

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Aim: The aim of this study is to determine the factors that may influence the purchasing behaviour of the students of the University of Gavle with regards to green products. This study aims to answer the question if the following factors such as: gender of the students, price of the green product, level of green awareness and the green behaviour of the students and whether they have a significant difference with the purchasing behaviour of the students. Design/methodology/approach: The framework is structured on the bases of examining the correlation between the following variables, green behaviour, gender, level of green awareness of the respondents and the price of the product with regards to the purchase of green products. Data was collected via randomly distributed questionnaires and an online survey. SPSS version 22.0 was used to analyse the results of the questionnaires through correlation analysis and linear regression analysis. Findings: Our findings show that the genders of the respondents, level of green awareness and the green behaviour have a significant, positive influence on their purchase behaviour, whilst the price of the green product has a negative influence on the purchasing behaviour of the students of the University of Gavle. Limitations and Suggestions for further research: The limitations of the study were the time, size of the sample group as well as the language of the questionnaire. To enhance the representation of the sample, future research should aim at targeting a larger sample group and a wider variety of variables should be examined. Originality: The study examines a variety of factors other than the green awareness of the respondent, that influences the purchasing behaviour of the respondents and this information could provide important results for companies when it comes to marketing a green product.

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Prendergast, Carrie Ann. „Nontraditional online students perceptions on student success conditions“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Johnson-Freer, Leah D. „Wisconsin school counselors' perceptions of student self-injury“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007johnson-freerl.pdf.

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5

Larbi, Richard Kwame. „Student advisors' perceptions of social adjustment among international students /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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Cowley, Kimberly S. „Investigating West Virginia students' perceptions of the factors affecting their educataional aspirations“. [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=859.

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7

Llamas, Joseph M. „The Perception Gap: Sociodemographic Factors Affecting Teacher Perceptions of Students in Urban Schools“. UNIVERSITY OF CALIFORNIA, IRVINE, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3491034.

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8

Lindell, Agnes. „”Hon fick ju ett bättre liv sen” : En kvalitativ studie om hur tolv elever i årskurs F-3 resonerar om den normbrytande versionen av sagan om Askungen“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53317.

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Skolan har i uppdrag att aktivt arbeta med frågor som rör kön, jämställdhet, rättigheter och möjligheter. Vidare ska skolan ge elever verktyg till att kritiskt kunna granska könsmönster samt ge elever en förståelse för hur dessa könsmönster kan begränsa människors livsvillkor (Skolverket, 2019). I skolan möter elever skönlitteratur, vilken i sin tur bidrar till att normer på ett eller annat sätt framställs. Genom didaktiska insatser i form av critical literacy-inspirerade arbetssätt kan skönlitteraturen användas som ett underlag för värdegrundsarbetet. Det är då av relevans hur barn uppfattar de normer eller normbrytande aspekter som framställs i skönlitteraturen. Studiens syfte är därför att bidra med kunskap om elevers olika sätt att resonera och relatera till en normbrytande saga genom ett Critical literacy-inspirerat didaktiskt perspektiv. Till grund för studien ligger en modern bearbetning av sagan om Askungen (Jansson & Jensfelt, 2018) vars syfte är att bryta normer. De frågeställningar som studien ämnar besvara är: · Vilka normbrytande aspekter återger elever i ett samtal om en normbrytande saga? · Vilka aspekter i en normbrytande saga kan elever relatera till sin egen verklighet? · Hur påverkas elevers resonemang om en normbrytande saga efter ett boksamtal? Studien är kvalitativ och utgörs av semistrukturerade intervjuer med 12 elever i årskurs 2 samt 3. Resultatet av studien visar vilka normbrytande aspekter elever resonerar kring. Vidare visar resultatet att gemensamt boksamtal till synes kan påverka elevers enskilda resonemang. Empirin är analyserad utifrån genusteorin samt Alkestrands (2017) definition av didaktisk potential.
Swedish school is obliged to actively work with questions concerning gender, equality, rights and opportunities. Furthermore, school shall give the students tools to critically review gender patterns and understand how gender patterns can constrain people’s living conditions (Skolverket, 2019). In school the students read fiction, which in turn contributes to how norms are produced in different ways. Through didactic efforts through critical literacy inspired working processes fiction can be used as a foundation for work with values. It is of thus of relevance how children perceive the norms or norm-breaking aspects as they are produced in fiction. The purpose of the study is therefore to contribute knowledge about students’ different ways of reasoning and relating to a norm-breaking story through a Critical literacy-inspired didactic perspective. As a basis for the study is the norm-breaking fairytale about Cinderella (Jansson & Jensfelt, 2018). The study aims to address the following questions: · Which norm-breaking aspects do the students retell in a dialogue about the norm-breaking fairytale? · Which aspects of a norm-breaking fairytale can the students relate to from their own reality? · How are the students’ reasoning affected by the norm-breaking fairytale after a literacy talk? The study is qualitative and is built on semi-structured interviews with 12 students in year 2 and 3. The result of the study shows which norm-breaking aspects the students’ reason about. Furthermore, the results show that a literacy talk seems to have an impact on the students’ reasoning. The empirical material is analyzed through gender theory together with Alkestrand’s (2017) definition of didactic potential.

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McDougall, Mary Catherine, und m. c. mcdougall@cqu edu au. „First steps in becoming a teacher: Initial teacher education students perceptions of why they want to teach“. Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach. The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers emerging perceptions of their first year of learning how to teach. The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new. Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career. The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.

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Wong, Wai-ling. „Students' perceptions on the enrichment program in a secondary school /“. View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Ramsey-White, Kim Renee. „Exploring College Readiness: Self-Perceptions of Early College Students“. Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/96.

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ABSTRACT EXPLORING COLLEGE READINESS: SELF-PERCEPTIONS OF EARLY COLLEGE STUDENTS by Kim R. Ramsey-White Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for college. Additionally the study sought to understand the role that social capital played in the students’ preparation for college. In-depth interviews with 13 African American students, some of whom were first-generation college attendees, were used to illuminate the student voice in an effort to learn how early college practices and strategies were beneficial and/or detrimental to their preparation for college. Data from the study were analyzed using a college readiness framework developed by David Conley (2007) which focuses on four dimensions of college readiness: (1) Key cognitive strategies, (2) academic content, (3) academic skills and behavior, and (4) contextual skills and awareness. Findings from the study indicate that the students’ Early College High School experiences increased their confidence as college students (key cognitive strategies), taught them the benefits of time management and working in study groups (academic skills and behavior), and provided meaningful relationships and social networks that allowed them to navigate the college application and financial aid processes (contextual skills and awareness). The students also expressed concern that there was very limited alignment between the high school academic courses and expectations and those in the postsecondary institutions they attended. The results of the study contribute to the scholarship on the Early College model.

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Gordon, Seth E. „Attitudes and Perceptions of Independent Undergraduate Students Towards Student Debt“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373885046.

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Burant, Patricia A. „Students' perceptions of teachers' communication and it's effects on students' learning“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=951.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 84-95).

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Norton, Charles W. „Weighted grading practice perceptions of the effect by high school counselors /“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nortonc.pdf.

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15

Bontrager, Karen Bernice. „Perceptions of Writing Process: A Study of First-Year Composition Students“. OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/61.

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AN ABSTRACT OF THE THESIS OF KAREN B. BONTRAGER, for the Master of Arts degree in ENGLISH, presented on June 18, 2009, at Southern Illinois University Carbondale. TITLE: PERCEPTIONS OF WRITING PROCESS: A STUDY OF FIRST-YEAR COMPOSITION STUDENTS MAJOR PROFESSOR: Dr. Lisa J. McClure The purpose of this exploratory study was to ascertain the perceptions of the composing process held by English 101 students at Southern Illinois University, Carbondale. Questionnaires were distributed to students in twenty sections of English 101 in the first few weeks and the last few weeks of the fall semester of 2007. The questionnaires invited students to reflect and report on their writing processes. Results of the study indicate that students' perceptions of the writing process are colored by the Current Traditional paradigm: students place a high value on the final product and understand writing as a linear process. There is also evidence that students' perceptions of their revising habits may differ from their actual practices.

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GRATZ, MICHELLE L. „A COMPARISON OF STUDENTS' AND TEACHERS' PERCEPTIONS OF THE WRITING PROCESS“. University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116367906.

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Johnson, Colleen Marie. „Examining at-risk students' perceptions of the role and function of school counselors /“. View online, 2009. http://repository.eiu.edu/theses/docs/32211131566320.pdf.

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Shultz, Karen E. „The impact of student characteristics on students' perceptions of service-learning“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182798089.

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Smith, Elizabeth J. „A study to identify third grade students' perceptions of student-to-student bullying experiences“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002smithe.pdf.

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Chang, Sheue Mei. „Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions“. Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.

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This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

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Orefice, Brian Mark. „Student perceptions of the impact of their merit-based financial aid on their college experiences“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.

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Chiu, Yuen Woon-yee Winnie, und 招袁煥儀. „Careers perceptions of matriculation students in two schools in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956002.

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23

Husby, Stacey J. „Students' perceptions about students at risk“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbys.pdf.

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Ladd, Kathryn L. „A comparison of teacher education programs and graduates' perception of experience /“. free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.

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25

Kosine, Brandon R. „Low-income students' perceptions of teacher influence on their decision to attend college“. Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1404354751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Harnest, Pat W. (Pat Williams). „The Perceptions of Student Academic Honesty by Faculty and Students in a School of Nursing“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330795/.

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The purpose of this study was four-fold: the identification of behaviors perceived as academically honest by faculty and six levels of nursing students, to determine differences between faculty and students, to determine differences between graduate and undergraduate students, and to determine differences in consequences proposed by faculty and students.

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Cranmore, Jeff L. „Experiences and Perceptions of Students in Music and Mathematics“. Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.

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Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.

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Rasmussen, Natasha. „Issues in education guidance counselors' perceptions of effectiveness of gay/straight alliances in schools /“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008rasmussenn.pdf.

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Martin, Benjamin Andrew. „Information, Organization, and Target Perceptions of Student Services for Community College Students“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1450.

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This study addresses several research questions. First, it explores methods for organizing information regarding health services so as to keep information accessibility at an optimal level. Second, this project identifies student perceptions concerning accessibility and organization of information about student services. This study also assesses students' awareness of the available services. The study combined qualitative and quantitative methodology, involving two distinct stages of data collection. Results suggest age is largely unrelated to a belief schools should provide student services but positively correlated with the knowledge of the location of student services. Nearly all student services were positively correlated with the use of services. For the most part, no group differences were observed in the use of services. However, first-generation college students seemed to be the best predictor of the use of student services. Content analysis concluded that contemporary students primarily use internet resources to obtain student services information.

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Johnson, Rachel Nicola. „A qualitative study of student feedback : lecturers' and students' perceptions and experiences“. Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/3158/.

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The thesis has two aims. First to conceptualise the meaning of the idea and practice of 'student feedback' on teaching and learning in higher education (HE). Second, to assess the effectiveness of 'student feedback' in respect of both students' and lecturers' communicative relations and needs and the aims of the contemporary HE policy agenda. Students and lecturers from a variety of HE institutions and subject disciplines were interviewed about their own perceptions and experiences of the purpose, process and demands of 'student feedback'. Analyses and discussion of these data are structured in respect of conclusions drawn from a comprehensive and critical appraisal of the intentions, assumptions and values expressed within HE government policy texts and documents issued by HE statutory agencies in the period 1987-1997. In these texts the idea and practice of 'student feedback' is located within a set of aims symbolised by, and implemented through, the concept 'quality'. 'Quality' is used to progress:

efficient and effective management of HE institutions;
a reorientation of academic cultures, practices and values;
the reduction of professional autonomy, power and control through enforced institutional and national accountability procedures;
the representation and empowerment of the student as 'customer';
a reorientation of the purpose of (the) higher education (curriculum);
summative and formative evaluation of professional practice in HE teaching.

The thesis finds that the student evaluation questionnaire (SEQ) is the dominant method used to elicit students' views on teaching and learning; it is also the subject of greatest interest within empirical research and management texts. The methodological and epistemological premises of the SEQ are compatible with the concept and strategy of 'quality' expressed in HE policy. The SEQ meets the explicit requirements of institutional and national accountability procedures and the practical exigencies consequent on the implementation of these requirements within institutions. Analysis of students' and lecturers' views on the communicative value of the SEQ highlights its inadequacies in respect of dialogue, expression and explanation. Analysis also stresses how students and lecturers experience teaching-learning as a complex, contingent, social and contextual process. Discussion illustrates how the SEQ generates conflict, divisions and tension both at an inter-personal level and within the educational process, and is also a reductionist evaluative practice that is experienced as unhelpful, confusing and disempowering. Lecturers and students associate the SEQ with the 'quality' agenda; narratives in which the SEQ is perceived as a bureaucratic, management-enforced burden on time and administrative resources relate to the controversial nature of this agenda, and yet also conflate with the negative experience of the SEQ. Analysis and discussion expose the letter of policy and statutory texts as legitimating rhetoric, and reveal both the contradictions in, and the inadequate conceptual basis of, the 'quality' agenda. Key issues are: the conditions that provide for student voice and empowerment within decision making and educational processes of teaching- learning; the commitment, values and motivations that underpin and progress professionalism and professional practice in teaching; and, the conditions that provide for support, development and reassurance within the formative activities of both student learning and the enhancement of teaching practice.

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Alcine, Enock. „Teachers' Perceptions of Academic Performance and Student Engagement Among Ninth-Grade Students“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6390.

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Lack of academic proficiency in ninth grade is a serious concern because of its associations with subsequent grade retention and dropout risk. The purpose of this qualitative single case study was to explore teachers' perceptions of the prospective causes of poor academic performance of ninth-grade students, with particular attention to cognitive, behavioral, and emotional barriers to student engagement. Self-determination theory provided the interpretative framework for this study. Data were collected through semistructured interviews with 10 ninth-grade teachers, observation of teachers' classrooms, and review of archival documents. Results of 6-phase thematic analysis indicated 8 themes: (a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results confirmed the importance of students receiving support from parents and teachers in developing psycho-social skills to cope with the rigors of high school life. Findings may be used to update teacher training courses to emphasize promoting students' autonomy, competence, and relatedness.

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de, Grandpré Sylvie, und University of Lethbridge Faculty of Education. „Purposeful educational relationships : grade 7 students' perceptions of authentic engagement“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010, 2010. http://hdl.handle.net/10133/2589.

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This study explores how developing purposeful relationships with students fosters engagement. Grade seven students were surveyed, interviewed, and given the opportunity to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI), the students took a closer look at attitudes, teaching skills and the relationship with an enjoyable teacher and added their own personal experiences to research-based examples of factors contributing to engagement. The results confirm that developing purposeful relationships contribute to raising student engagement and yield numerous examples of what students value. These examples were compiled and highlight that there is an undeniable human aspect to teaching. Building purposeful relationships does not solve all school related issues but provides students with a more positive outlook on schooling.
xiv, 168 leaves : ill. (chiefly col.) ; 29 cm

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Villalpando, Eugenia P. „Factors influencing perceptions of teachers : the role of locus of control and academic perceptions of self“. Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/871.

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This study examined teacher-student relationships from the perspective of adolescent students. Poor relationships between students and teachers can lead to many negative outcomes, such as school failure and risky behaviors. While this relationship has been analyzed often, it is typically from the point of view of the teacher rather than the student. Individual cognitive appraisals of both efficacy and attribution impact how feedback from teachers is interpreted. Of particular interest is whether individuals attribute academic failures to external sources, such as teachers, which could impact the 5 teacher-student relationship. Determining factors that influence students' perceptions of teachers has implications for both student- and teacher-centered interventions. Data on academic self-efficacy, self-concept, locus of control, and perception of teachers was obtained from a racially diverse population of approximately 500 participants from a Catholic high school in Northern California. Path analysis was used to analyze possible causal relationships. Results indicate that both academic self-efficacy and locus of control significantly impact students' attitudes toward teachers. Locus of control was also found to partially mediate the relationship between academic self-efficacy and perceptions of teachers. Boosting academic self-efficacy will likely improve students' perceptions of their teachers. Attribution retraining is also implicated as an appropriate intervention to improve perceptions of teachers for students with low academic self-efficacy.

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Hines, Nancy J. „Counseling homosexual students in the secondary school setting perceptions of guidance counselors /“. Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/116.

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Adisa, Solomon Oluwaseun. „Framework to improve the safety of university student housing facilities in the Western Cape Province, South Africa“. Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3041.

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Thesis (Master of Construction (Construction Management))--Cape Peninsula University of Technology, 2020
In the recent time, knowledge of Facility Management (FM) has been found useful in academic settings. FM principles are now applied to ensure the appropriate management of facilities. FM can be applied to all forms of facilities, including educational facilities such as student housing facilities (SHFs). The provision of a safe SHF is very important as shelters form a significant part of man’s environment, including in higher learning institutions. However, studies reveal that safety and security measures are not given the necessary attention in tertiary institutions – particularly SHFs. The consequences of neglecting the aspect of safety and security in universities in South Africa has exposed students to several risks and hazards such as increase rate of accidents, theft, fire outbreaks, sexual harassment, and fatalities on campuses. Thus, the need to consider safety and security issues in the management of SHFs in universities in South Africa is paramount. This research aims to develop a framework to improve the safety of university SHFs in the Western Cape Province, South Africa. A mixed research method was used for the study. A case study approach was adopted where two universities were selected. Interviews, questionnaire surveys and observation were used to collect the primary data. A total of 460 questionnaires were administered to students living in on-campus SHFs which directly belong to the universities. Only 400 questionnaires were returned from both universities. However, 62 of the returned questionnaires were not fully completed. In essence, a total of 338 questionnaires were properly completed. Statistics package SPSS version 25 was used to execute the analysis of the data collected, where both descriptive and inferential statistics were carefully implemented to analyse the data collected accordingly. Observations were also carried out to validate the results. The reliability of the variables and the scale questions were tested with Cronbach’s alpha coefficient. The major findings are centered on the provision and level of importance of security measures, fire safety measures, traffic safety measures, building safety measures and general safety measures in the SHFs. In addition, the findings include the risk associated with the absence of these measures, as well as students’ satisfaction level with the performance of the above-mentioned measures in the on-campus university SHFs. The findings indicated a significant difference in the level of provision of security measures and fire safety measures between the two universities. Similarly, a significant difference exists in students’ satisfaction level with performance/functionality of different safety and security measures provided in the on-campus SHFs between the two universities. The mean score (MS) differences between the security measures and fire safety measures are quite high, whilst the MS differences between traffic safety measures, building safety measures, and general safety measures are comparatively low. The major issues of concern at university A were; non-functionality of the CCTV, lack of weapon detectors, lack of access control with functional smart card in some residences and inadequate provision of light at night. The lapses at university B include; lack of weapon detectors, inadequate provision of CCTV in the SHFs and around the campus and lack of access control with functional smart card in some residences. Issues of concern across both universities are; inadequate provision/non-functionality of the CCTV, lack of weapon detectors, and absence of electronic coded locks on the doors at the hostels. The findings further revealed that students across both universities ranked all the variables/measures adopted in this study as important and/or extremely important in the SHFs. Likewise, the majority of students across both universities acknowledged that the absence of these measures poses a very high risk to their safety in the on-campus SHFs. Thus, this indicates the need to ensure the appropriate management of the security and safety measures of the on-campus SHFs across both universities. It is essential because peaceful living and effective learning can only take place in a safe and secured environment. The scope of the study is limited to 2 universities in the Western Cape Province of South Africa.

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Miller, Ricketts Amanda Ilene. „Improving Students' Perceptions of Teacher Care Through Teacher Professional Development“. Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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37

Turnbull, Marie Elizabeth. „School Safety: Comparing Students' Perceptions with Faculty Members' Perceptions“. Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438340194.

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Sanseviro, Michael Lenard. „Student government presidents' perceptions of their role in institutional decision-making at a two-year public college“. unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11192006-194630/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Susan, Talburt, committee chair; Deron Boyles, Richard Lakes, Irene Prue, committee members. Electronic text (146 p.). Description based on contents viewed May 8, 2007. Includes bibliographical references (p. 130-140).

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Matthews, Catherine E. „Socio-economic status, student perceptions and college readiness“. Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/c_matthews_112508.pdf.

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Thesis (Ed. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 17, 2009). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 163-169).

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Droege, Kelly Marie. „Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.

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Adams, George Edward. „Student perceptions of university faculty on the length of enrollment of university students“. Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.

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David, Kasey, und Elizabeth Contreras-Estrada. „Student and Faculty Perceptions of Mandated Counseling for Master of Social Work Students“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/306.

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This study surveyed the opinions of students and faculty about perceptions of mandated counseling for Master of Social Work (MSW) students at California State University, San Bernardino (CSUSB). The MSW program at CSUSB does not explicitly endorse a strategy to facilitate personal growth and development, such as personal counseling. Given the evidence that counseling can help build self-awareness, reduce stress and manage mental illness, counseling can be beneficial to its students, as it relates to personal growth and professional development. This study’s significance is that it examined social work students and professionals, specifically. This study used a quantitative survey design and the results were analyzed using a between-groups ANOVA. The implications affect policies towards mandated counseling and the means by which students develop professionally.

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Sheth, Susan. „Parent and Student Perceptions of Parental Involvement for High-Achieving Students in Michigan“. University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513258772360376.

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44

Evans, Vickie Denise. „The affective consequences of grade retention“. [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0329101-163413/restricted/evans0420.pdf.

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Fleming, DaNine J. „African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions“. Youngstown State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

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46

Kraft, Jacquelyn A. „Society's perceptions and attitudes toward school uniforms“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kraftj.pdf.

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Terry, LaVerne. „Looping : perceptions and realities at Gauger-Cobbs Middle School /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 168 p, 2008. http://proquest.umi.com/pqdweb?did=1456299401&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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48

Wong, Wai-ling, und 黃慧玲. „Students' perceptions on the enrichment program in a secondary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.

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49

Blunt-Williams, Kesha. „Students' perceptions of transformative educators“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174664044.

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50

Smitley, Leigh. „College students' perceptions of dialects“. Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5324.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).

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