Dissertations / Theses on the topic 'Education students perceptions'
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Rosé, M. Alejandra. "Education students' perceptions of multicultural education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23767.pdf.
Full textPrendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.
Full textThis 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.
Forbes, Heather Isobel. "Nursing students' perceptions of their education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1990. http://hdl.handle.net/10092/2427.
Full textGordon, 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.
Full textBlunt-Williams, Kesha. "Students' perceptions of transformative educators." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174664044.
Full textForeman, Rabia, Lacey Harris, Kathryn McGuire, Kerry Proctor-Williams, and Katie Baker. "Students’ Attitudes and Perceptions Toward Interprofessional Education." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1833.
Full textRavizza, Dean Michael. "Students' Perceptions of Physical Education Teachers' Caring." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27809.
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Moss, Catherine. "Understanding Students' Perceptions of Cultural Diversity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.
Full textPowell, Scott M. "Perceptions of Appalachian Students about Post-Secondary Education." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210366687.
Full textBurant, 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.
Full textTitle from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 84-95).
Stashek, Lindsay. "College students' perceptions of high school sexuality education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005stashekl.pdf.
Full textNemitz, Christopher E. "Attitudes and perceptions of general education students toward students who receive additional education services." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nemitzc.pdf.
Full textNichols, Sharon Louise 1969. "Students in the classroom: Engagement and perceptions of fairness." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278596.
Full textKing, Jasmine L. "College Students' Perceptions of Their Sex Education Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1281642102.
Full textSoltero-Ruiz, Erlinda E. "Kindergarten teachers' perceptions of students' readiness skills." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574081.
Full textChildren need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool children should master prior to entering kindergarten in order to be successful.
A literature review supports the variance in perceptions kindergarten teachers have in relation to readiness skills. The conceptual framework starts with a brief history of preschool programs. Following is a discussion regarding the benefits of preschool programs. Next is an overview of the rigor of kindergarten and the transition between preschool and kindergarten. Finally, what readiness skills children need in order to be successful in kindergarten will be reviewed.
This quantitative study surveyed 30 kindergarten teachers in a suburban school district with nine elementary schools. From these surveys, data were collected on kindergarten teachers' perceptions of the readiness skills needed. The results indicated that kindergarten teachers endorsed social-emotional skills as very important skills that should be taught prior to entering kindergarten. Directions for future research or implications for practice are discussed.
McDougall, Mary Catherine, and 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.
Full textSykes, Jessica R. "COLLEGE STUDENTS’ PERCEPTIONS OF THEIR SEX EDUCATION: A QUANTITATIVE STUDY." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1135723997.
Full textTitle from first page of PDF document. Document formatted into pages; contains [1], iii, 54 p. Includes bibliographical references (p. 31-34).
Ngquba, Tokozile. "Transkei College of Education students' perceptions of fieldwork in geographical education." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003691.
Full textWengert, Julie A. "Perceptions of Commuter Students and Faculty| A Mixed Methods Study on Commuter Student Retention." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427615.
Full textCollege student success outcomes have become increasingly significant to many stakeholders as student attrition has proven costly for students, institutions of higher education, and the economy (Foss, Foss, Paynton, & Hahn, 2014; Jobe & Lenio, 2014). Historically, a positive relationship between college students who live on-campus and retention has been found (Astin, 1993; Bronkema & Bowman, 2017; Chickering, 1974; Pike & Kuh, 2005; Schudde, 2011; Soria & Taylor Jr., 2016; Walsh & Robinson Kurpius, 2016). However, commuter students now make up most of the current college student population (Skomsvold, 2014). The purpose of this mixed methods study was to advance the understanding of the commuter student phenomenon within the context of the institution. Quantitative data included first- to second-year retention rates and six-year graduation rates for the three most recent cohorts of commuter and residential students at one Midwest university. The first- to second-year retention rate was 63.21% for commuters and 66.07% for residential students; the six-year graduation rate was 35.07% for commuters and 33.68% for residential students. There were not statistically significant differences in the first- to second-year retention rates or six-year graduation rates of commuter and residential students. Qualitative data were gathered using student focus groups and faculty interviews, including 16 and nine participants respectively. Responses were reviewed through the lens of Strange and Banning's (2015) campus ecology model, and four themes emerged: getting from here to there, the double-edged sword of convenience, independence, and it is who we are. Based on the findings, higher education leaders should continue to observe and assess student groups within the context of their own unique institutions.
Barajas, Guadalupe E. "Latino students' perceptions of their schooling experiences /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7692.
Full textKachia, Edith M. "Education and Immigrants: Perceptions of Immigrant Student's Challenges and Perceptions of Higher Education in the US." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626839409409797.
Full textBellamy, Deborah. "College Faculty Members' Perceptions of Students' Writing Abilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3861.
Full textSmith, Beverley R. "Gifted Students' Perceptions of High School Transition." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/194.
Full textSivret, Sylvia G. "Teacher Excellence| Students' and Teachers' Perceptions and the Influence of Leadership." Thesis, Franklin Pierce University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640152.
Full textThe extent to which students' and teachers' perceptions agree about excellent teachers has implications for educational philosophy, training, and leadership practices. Teacher excellence depends teachers are rarely sought. Experts write about what should be taught, how it should be taught, but those who are being taught have little voice. Learning what traits and practices exemplify excellent teachers would enable us to capitalize on those traits and train teachers to use those practices.
The intent of this study was to learn what teacher excellence was like for students and teachers. From those who have experienced teacher excellence from both sides of the desk, particular characteristics and practices were identified as important or essential.
This study employed interviews of high school seniors and teachers. Questions were related to a district's contract appendix, literature about best practices, career interest and personality inventories, and from discussions with students and teachers. Fourteen student interviews and fourteen teacher interviews were transcribed. Ten of each category were distributed to a team of coders, by the researcher. Using the Consensual Qualitative Research method, coders and researcher placed participants' responses in domains, categorized them, and with an auditor's guidance, searched for those that were typical and those that were variant. Discarded interviews were to be replaced by other interviews until stability occurred. The team sought patterns among the participants' responses. Finally, the researcher analyzed the data and drew and reported conclusions.
Students described excellent teachers who connected with their students on a social, emotional level. Examples of student's responses were instances of a teacher approaching a student to ask if the student needed assistance, opening classrooms at non-instructional times to provide a welcome setting in which to relax until the next class, visiting the student at his workplace, and attending students' performances.
Teachers described the excellent teacher's relationship with students as a teacher who might attend performance events, but might also insist the student come in for extra help or encourage the student to put forth greater effort. The emphasis the teachers placed on rapport building between teacher and student was based more on academic than on emotional support. The role that teachers were described by students as performing was that of nurturer or counselor, whereas the role the teachers' description described was that of facilitator and coach.
Bulson, Sean W. "Supportive Teacher-student Relationships in Early College High Schools| Perceptions of Students, Teachers, and Principals." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713513.
Full textSupportive relationships between teachers and their students help create an environment for student success, but there remains a need for additional understanding about how to effectively promote positive teacher-student relationships in order to support stronger policy and practice in modern schools. In this qualitative analysis, I seek to deepen the research about supportive teacher-student relationships by analyzing how students, teachers, and principals described their experiences in early college high schools (ECHS) in North Carolina. Early college high schools represent a relatively new school model in which high school students earn college credits while working toward their high school diplomas. Quantitative analyses of the performance of ECHS students suggest students in early college high schools outperform their peers from comprehensive schools on a variety of measures. One important design element of these schools suggests that teachers must know students well to help them achieve academically and it is my assertion that supportive teacher-student relationships may contribute to ECHS students’ success.
For this study, I analyze qualitative data previously collected as part of a larger longitudinal study from students, teachers, and principals studying and working in 19 early college high schools in North Carolina. I employ Giddens’ theory of structuration as a lens for understanding the relationships between the agents (students, teachers, and principals) and the social structures that influence the experiences of those in the schools. I consider the leadership practices of the principals to promote supportive teacher-student relationships as well as teacher practices, and compared the adults’ claims to the students’ perceived experiences with their teachers. My findings reveal three elements in the social systems of the ECHS contribute to supportive teacher-student relationships which include the following: (1) the beliefs of teachers, students, and principals; (2) deliberate actions of principals and teachers; and (3) programs that create social spaces for such relationships to grow.
Leng, Phirom. "Students' Perceptions toward Private Sector Higher Education in Cambodia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275029368.
Full textAlsowail, Shouq Sowail. "International Students Perceptions of M-learning in Higher Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088747161738.
Full textLaw, Yee-ling, and 羅綺玲. "Careers education: a study of students' and teachers' perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960303.
Full textWallace, Brenda Perry. "Perceptions of Live Experiences of Clinical Pastoral Education Students." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1726.
Full textLaw, Yee-ling. "Careers education : a study of students' and teachers' perceptions /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057994.
Full textHam, Marsha K. "Students' perceptions of Web-based distance learning courses." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279944.
Full textWilliams, Lilly Jacqueline 1964. "Membership in inclusive classrooms: Middle school students' perceptions." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282410.
Full textWoyessa, Y. E., Tonder S. P. Van, and Jaarsveldt D. Van. "Evolving assessment strategies in engineering education : perceptions and practices." Interim : Interdisciplinary Journal, Vol 13, Issue 3: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/315.
Full textIn the actual learning situation, students develop context specific strategies for learning in response to their own perceptions of the requirements for learning. Among all the contextual factors, assessment has been demonstrated to have a powerful effect on the learning process and is a defining feature of the students' approach to learning. However, assessment in the engineering discipline is typically orientated towards demonstrating competence in specific tasks using only traditional assessment techniques. However, the effectiveness of education programmes is dependent on how well lecturers understand the role of assessment in student learning and how well they are prepared to change their strategy in such a way that they use assessment as a tool for the improvement of student learning.
Napolitano, Amanda. "Graduate Students’ Beliefs and Perceptions of Student Engagement and Learning Platforms in Higher Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/135.
Full textJohnson, 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/.
Full text- 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.
Rossett, Alexandra Tye. "Student affairs professionals' knowledge and perceptions of transgender issues in higher education /." Abstract Full Text (PDF) Survey (PDF), 2009. http://eprints.ccsu.edu/archive/00000574/02/2015FT.pdf.
Full textThesis advisor: Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 26-28). Also available via the World Wide Web.
Van, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.
Full textLack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.
The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.
Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.
Hui, Eadaoin Kam Ping. "Students' concerns, their causes, and school guidance : students' and teachers' perceptions." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019089/.
Full textIngersoll, Deborah Jeanne Hodge. "College students with learning disabilities: Perceptions of academic success." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284222.
Full textRogers, Amanda Kessler. "Stress perceptions in occupational therapy students traditional versus distance education /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5454.
Full textTitle from document title page. Document formatted into pages; contains viii, 83 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 63-67).
Camacho, Maria Sayil. "Economically disadvantantaged students : perceptions and the acquisition of self-efficacy." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/701.
Full textRasmussen, 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.
Full textGibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities:Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.
Full textMoreira, Shelly Jeanne. "Student perceptions of good teaching practices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2552.
Full textPolanco, Noelia Lynne. "Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533581062538498.
Full textKientzler, Alesha Lynne 1970. "An empirical study exploring female students' perceptions of personal disengagement in physical activity." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291539.
Full textKeener, Nancy. "Teacher Perceptions of Inclusion and Students with Autism." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3497.
Full textHenson-Dacey, Jacqueline B. "High School Visual Art Students' Perceptions of Creativity." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1406.
Full textFifolt, Matthew M. "Students' perceptions of mentoring in a university cooperative education program." Birmingham, Ala. : University of Alabama at Birmingham, 2006. http://www.mhsl.uab.edu/dt/2006p/fifolt.pdf.
Full textParrish, John W. H. "Perceptions of technology and technology education in sixth grade students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001parrishj.pdf.
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