Dissertations / Theses on the topic 'College students – Canada – Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'College students – Canada – Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Zhang, Lanlin. "Development of oral communication skills by Chinese students in Canada case studies /." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR12070.
Full textBoazman, Janette Kay. "Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31526/.
Full textBradshaw, Yvonne M. "Case Studies of Postsecondary College Students with Learning Disabilities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27568.
Full textEd. D.
Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
Full textZhang, Qing. "Academic writing in English and Chinese : case studies of senior college students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.
Full textDepartment of English
McHardy, Robert David. "Decentralizing the administration of programs for part-time college students, a case study analysis of Camosun College, Victoria, British Columbia, Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37582.pdf.
Full textShelton, Jeff Scott. "From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1408.
Full textMatsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.
Full textWiley, Lynda L. "Exploring the experiences of college students participating in volunteer community service and service learning activities." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/832.
Full textVinyard, Deirdre W. "Voices in revision : case studies of L1 and L2 students in college compositiion classes /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209124.
Full text"August, 2005." Includes bibliographical references (leaves 321-327). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
Silver, Vivian M. "Socialization factors and career aspirations of female and male students : a comparative study of students at Dawson College, Montreal." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63226.
Full textKerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.
Full textThe topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.
Ma, Li 1972. "A social-cultural-historical analysis of Chinese return migration : case studies of ten Chinese MBA students' migration experiences." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115626.
Full textBateman, Dianne. "A longitudinal study of the cognitive and affective development of CEGEP students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74547.
Full textThe research design for the study was an interrupted time series on male and female students in three college programs: Science, Social Science, and Commerce. The experimental sample consisted of 334 students who entered CEGEP in 1985 in these programs. The students were selected at random and administered a series of cognitive and affective measures upon entry to college as part of the college's assessment procedure. The students were retested at the end of the first year of CEGEP and at the end of the second year of CEGEP. Samples were also selected in May 1986 and May 1987 to control for history, selection, maturation, and testing effects.
The findings suggest that students' cognitive and affective abilities increase while attending CEGEP, but that most students do not begin college with the complex intellectual abilities required for academic success. Students in all programs made significant gains in vocabulary, comprehension, writing, critical thinking, moral reasoning, and ego development. Changes also occurred in certain attitudes toward knowledge and learning. Male and female students differed in critical thinking and ego development, but did not differ in vocabulary, comprehension, writing, or moral reasoning. Differences among programs were found in vocabulary, comprehension, critical thinking, and moral reasoning, but were not found in writing or ego development.
Kline, Willa. "Resilience : a case study of the post-secondary experience of Trio Program students." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191108.
Full textDepartment of Educational Leadership
石淑零 and Suk-ling Shek. "Nutritional status and dietary habits of university students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225093.
Full textCumming, Janet Marian. "Swazi college students' mastery of English logical connectives in science." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17276.
Full textBased on the educational theorists Gardner (1977(a)), Ehindero (1980), Mawasha ( 197 6-1984) and Ogunniyi ( 1985) and extending earlier findings by McNaught (1980) in Zimbabwe, my investigation sought to answer the following questions: 1. How do the item facilities of a group of African (Swazi) college science students, on two parallel tests of logical connectives, based on Gardner's work, each consisting of the same 34 logical connectives, but different in presentation format compare? 2. Are there significant correlations between the item facilities obtained by the Swazi first year science students on the tests of logical connectives and their scores obtained in Matriculation English and Biology and college English communication and General science? 3. Is there evidence of learning of logical connectives without direct instructional intervention over a period of six months when exposed to English first language speaking lecturers? 4. In what ways are the works of Gardner and McNaught expanded, confirmed, or enriched by further investigation in a totally different culture? Diagnostic and pre-test - post-test methods were used to gather data on the comprehension of the 34 logical connectives, and on academic achievement scores, of 65 Swazi teachers-in-training in KaNgwane, a subtropical, rural-agricultural region in Southern Africa. The data were collected by means of modified Gap Filling and Sentence Completion items, derived from Gardner's pioneering work, by adapting and refining certain items to be more relevant and meaningful in the local South African context. The data was processed by means of comparing Gardner's form N pupils' item facilities with the Swazi students' item facilities on each logical connective. The differences were analysed by means of Chi square tests, Spearman's Test, McNemars' Test and a correlation matrix. The chief findings -were that Swazi students' item facilities compared favourably with those obtained by Gardner's form N pupils on the 34 logical connectives· overall. The Swazi students found 7 easier than the Australian pupils, 16 equally as difficult and 15 more difficult than the Australian pupils, but this was dependent on the format. The thesis concludes by making recommendations to teachers, textbook writers, publishers and educational authorities on issues in science education with regard to English second language, particularly in terms of teacher training.
Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.
Full textFaynblut, Victoria. "College access| A case study of Latino charter school students and their K-16 pathways." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251284.
Full textDespite the benefits of a college education and the resources allocated to college preparedness programs, Latino minorities, at 12.7% of college students, continue to be overwhelmingly underrepresented in institutions of higher educational (Zarate & Burciaga, 2010). The graduation gap between lower and higher income students as well as minority students is due in part to lack of academic preparation, underfunding and staffing, and affordability of resources and support (Tinto, 2008). There is a need to increase students attending universities. Individuals with an advanced degrees are more likely to enjoy a higher standard of living, donate time and or money to various organizations, and live healthier lifestyles. Moreover, graduates are also less likely to live in poverty, have children at a young age, and partake in illegal activities (Contreras, 2011).
Therefore, the purpose of this study was to identify how sociocultural factors, peer affiliation, adult mentorship, and institutional barriers, affected the K-16 pathways of Latino individuals graduating from a STEM-based 6 th-12th grade charter school. Results of this study show that home factors such as English language acquisition, level of education, and adult time spent with their children played a significant role in academic achievement. School-based factors, including: course offerings, strong mentorship, and choice of friends also significantly impacted student success and matriculation to college.
Results of this study will inform high school leadership teams on how to target and reshape their academic and college preparedness programs to better fit the needs of their Latino students. By addressing specific sociocultural characteristics as well as institutional deficiencies, we hope to increase the percentage of Latino students entering in and persisting through college.
Gaede, Laurelyn I. (Laurelyn Irving). "Values, Beliefs, and Characteristics of Hispanic Students at One Urban Southwestern University." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278766/.
Full textLiao, Dan. "Travel Motivations of Chinese Students in the United States: A Case Study of Chinese Students in Kent State University." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351212333.
Full textAyres, Amy R. "College Student Adaptability and Greek Membership: A Single Institution Case Study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3707/.
Full textFrempong, George. "Socioeconomic gradients in mathematics achievement : findings for Canada from the Third International Mathematics and Science Study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56545.pdf.
Full textReyes, Czarina S. "Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9044/.
Full textUnderwood, Mark E. (Mark Eads). "Indicators of Persistence and Success of Community College Transfer Students Attending a Senior College." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279173/.
Full textLemna, Ann M. "The subjective well-being of college students with disabilities : a case-study approach." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845969.
Full textInstitute for Wellness
Thomas, Gayle R. "Non-traditional women in higher education : two case studies." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917016.
Full textDepartment of English
Gibson, Carolyn M. (Carolyn Margaret). "A study of the integration of computers into the writing processes of first-year college composition students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74582.
Full textRobertson, Jennifer L. 1969. "The effects of an adventure education problem-based approach program on students' self-esteem and perceived problem solving ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35304.
Full textAguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.
Full textHodges, Lauren. "Write the community the effects of service-learning participation on seven university creative writing students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4924.
Full textID: 030422973; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 119-127).
Ed.D.
Doctorate
Education
Abokor, Abdillahi H. "Somali Students' Experiences in a Major University: A Qualitative Case Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470859703.
Full textKumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.
Full textthesis (PhDEducation)--University of South Australia, 2004.
Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.
Full textShrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.
Full textID: 030646207; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track
Peterson, Dana L. "Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PetersonDL2009.pdf.
Full textJurasek, Barbara Schnuttgen. "The reader and the text : case studies of four college students reading and responding to a literary text in German /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758760413074.
Full textOwens, Karen R. "Community college transfer students' experiences of the adjustment process to a four year institution : a qualitative analysis." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002056.
Full textHe, Yunfeng, and 何云峰. "The roles of thinking styles in learning and achievement among Chineseuniversity students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762858.
Full textYeung, Chak-yan Yvette Jasmine, and 揚澤茵. "Patient satisfaction, and behaviours of dental service consumers and providers under two fee-paying systems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31954200.
Full textLing, Xiaohong Michelle, and 凌曉紅. "A Students' Park, in the the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985348.
Full textRutherford, Janis Pruitt. "Academic Achievement: Examining the Impact of Community Type at a Small Liberal Arts College in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279165/.
Full textSmith, Dorace F. "A study of characteristics that contribute to persistence of adult commuter students who earn 60 or more hours of college credit." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117654.
Full textDepartment of Educational Leadership
McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Khehra, Nina. "Sexual behaviors and knowledge of AIDS among undergraduate students." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59406.
Full textDaniels, Peter Isaac. "Perceptions of sexual harassment amongst university students : a case study of the South African Military Academy." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52991.
Full textENGLISH ABSTRACT: Tertiary institutions worldwide as well as locally have investigated sexual harassment on their campuses. This was done partly because of the negative consequences of sexual harassment on students and staff, particularly their work performance. Incidents of sexual harassment reported at universities range from rape and sexual assault to threats and sexist remarks by lecturers. When researching this phenomenon, difficulty is normally encountered partly due to the uncertainty that surrounds this activity. This is because perceptions differ as to what kind of conduct constitutes sexual harassment. Research further indicates that there are gender and racial differences in the assessment of sexual harassment. The current study investigates the uncertainty, gender and racial differences that exist regarding sexual harassment at a specific university campus. By means of a survey the perceptions of students regarding these three issues were determined at the Faculty of Military Science, a satellite campus of the University of Stellenbosch. With the utilisation of statistlcal packages, frequencies and statistical differences amongst the various sub-groups at the campus were determined. This was done in order to compare these findings with those of other universities who conducted similar sexual harassment surveys on their campuses in South Africa. It was found that no clear idea of what constitutes sexual harassment exist amongst these students. In particular women in the survey consistently viewed more incidents as contributing to sexual harassment than men. As oppose to other findings, Blacks registered a more conservative attitude when assessing whether certain incidents can be viewed as sexual harassment. The above was found notwithstanding the differing social context, especially the socialisation process and the fairly rigid codes of conduct, that students at the Military Academy are exposed to.
AFRIKAANSE OPSOMMING: Verskeie tersiêre instellings, wêreldwyd sowel as plaaslik, het seksuele teistering op hul kampusse ondersoek. Dit was deels gedoen as gevolg van die negatiewe gevolge wat hierdie aktiwiteit op studente en personeellede het, veralop hul werksprestasie. Gerapporteerde insidente by universiteite wissel vanaf verkragting en seksuele aanvalle tot dreigemente en seksistiese opmerkings deur dosente. Probleme is ondervind tydens navorsing oor die verskynsel wat deels toegeskryf kan word aan die onsekerheid wat hierdie aktiwiteit omhul. Dit hou verband met persepsies wat verskil ten opsigte van die soort gedrag wat seksuele teistering teenwoordig. Navorsing wys verder daarop dat geslags- en rasverskille bestaan by die assesering van seksuele teistering. Die huidige studie ondersoek die onsekerheid, geslags- en rasverskille ten opsigte van seksuele teistering by 'n spesifieke universiteitskampus. Deur middel van 'n opname word die persepsies van studente rakende die drie kwessies bepaal by die Fakulteit Krygskunde, 'n satelietkampus van die Universiteit van Stellenbosch. Met behulp van statistiese pakkette, word frekwensies en statistiese verskille tussen die verskillende subgroepe op die kampus bepaal. Dit was gedoen ten einde in staat te wees om die bevindinge te vergelyk met die van ander Suid-Afrikaanse universiteite wat seksuele teistering opnames op hul kampusse gedoen het. Daar word bevind dat geen duidelike idee van wat seksuele teistering behels bestaan onder die studente nie. In besonder word bevind dat vroue in die opname deurlopend meer insidente aanslaan as seksuele teistering, as mans. In teenstelling met ander bevindinge, registreer swart persone 'n meer konserwatiewe houding wanneer bepaal word of sekere insidente seksueel teisterend van aard is, al dan nie. Bogenoemde was bevind desondanks die eiesoortige sosiale konteks waarin studente hulself bevind, veral die sosialiseringsproses en die redelike streng gedragskodes, waaraan studente van die Militêre Akademie onderwerp word.
McFall, Kara Lynn. "State Need-Based Aid and Four-Year College Student Retention| A Statewide Study." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594436.
Full textEvery college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer & Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006–2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students.
Garcia-Pusateri, Yvania. "HOMEPLACE: A Case-Study of Latinx students experiences in making meaning within a multicultural center." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1578429485170412.
Full text顧永琪 and Yongqi Gu. "Vocabulary learning strategies and English language outcomes: a study of non-English majors at tertiarylevel in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31235803.
Full textMartinez, Dayami. "A Multiple Case Study of the Factors Affecting College Course Enrollment for Students Learning English for Academic Purposes." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/10.
Full text