Relevant bibliographies by topics / Student expectations / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Student expectations.

Dissertations / Theses on the topic 'Student expectations'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Student expectations.'

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.

1

Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

Full text
Abstract:
The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
APA, Harvard, Vancouver, ISO, and other styles
2

Wan, Yee-Tak. "Student Expectations in the New Millennium." Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-57300.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mgweba, Sikho. "Student expectations of future life roles." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6840.

Full text
Abstract:
Work and family are the two most significant life domains for most individuals (Greenhaus, Collins & Shaw, 2003). Compositional and structural changes in the work and family domains over the past few decades such as: dual-earner couples and single working parents, the decline of traditional gender roles and a movement toward egalitarian family structures have rendered increased understanding and reconciliation of family and working life (Steil, 2007). Such work- family considerations, however, are not only important for adults within the workforce, but also for young adults who are in the process of making future family and career decisions, and are about to enter the workforce (Westring & Ryan, 2011). The purpose of this study was to explore how students understand and distinguish between different life roles, and therefore gain insight into the expectations they have of their future life roles. Using Kelly's Repertory Grids Technique, qualitative data was obtained through fifteen interviews with postgraduate students from the University of Cape Town. The data was analysed using a combination of thematic analysis and frequency counts. The reliability of the results was ensured by conducting two sets of reliability checks. Following thematic analysis, eight dyadic themes emerged: self-interest- selflessness, demanding- relaxing, collaborationindependence, freedom-restriction, affective- unaffective, boring- enjoyment, structuredflexible, and personal satisfaction- obligation. These themes revealed values and attributes students perceive as significant in the construal of their future life roles. The results were interpreted and discussed in light of existing research and literature in the field.
APA, Harvard, Vancouver, ISO, and other styles
4

Tingelstad, Erik Karl. "Career expectations and experiences of beginning student affairs administration graduate students /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7527.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Beck, Dennis E. "Effects of detailed customization of student avatars on teacher expectations of students." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0023574.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Thompson, Gail. "The psychological contract as an explanatory framework for the student experience at Sunderland Business School." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21204.

Full text
Abstract:
Under a 'widening participation' agenda, universities are currently being encouraged by Government to admit students from under-represented groups and those with non-traditional qualifications. The University of Sunderland has been one of the most successful in attracting students from these groups. but has been less successful at retaining those students and helping them achieve. This research investigates the reasons for this lack of success. It tackles the issue in three phases: An initial investigation into student stress showed significant differences between Alevel entrants and non-traditional entrants to Sunderland Business School. Poor person-environment fit and unmet expectations were identified as important sources of stress. A subsequent investigation of student expectations again revealed significant differences between A-level and non-traditional entrants in areas relating to the academic experience, with A-level entrants showing lower levels of enjoyment of learning and poorer match with expectations, accompanied by a significant fall in the academic performance of the A-level entrants over the first two years at university. The research concludes that there is poor academic integration of Alevel students into a system that has been adapted over recent years to cater for the needs of non-traditional entrants. Other expectations were reported as widely unmet by all students, and these were further investigated using the concept of the psychological contract. The findings suggest that many students have an incongruent psychological contract that can result in their under-achievement at university. The research proposes a model of the student/university psychological contract that can be used as a framework for further research into this issue.
APA, Harvard, Vancouver, ISO, and other styles
7

Dietz, Janis W. "The relevance of executive MBA programs : student expectations and satisfaction /." [S.l.] : Dissertation.Com, 1999. http://aleph.unisg.ch/hsgscan/hm00032258.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bishop, Dwight A. "Met Expectations’ Impact on Student Outcomes in Web Based Courses." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151825099.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Agliata, Allison Kanter. "College Students' Well Being: The Role of Parent-College Student Expectation Discrepancies and Communication." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2719.

Full text
Abstract:
Parental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as predictors for college students' psychological well being. Results revealed that college students reported experiencing higher levels of anger, depression, and anxiety and lower levels of self-esteem and college adjustment when higher expectation-performance discrepancies were present. Results also indicated that a higher perceived level of communication, particularly by the college student, served as a predictor of distress and was related to lower levels of affective distress and higher levels of self-esteem and college adjustment. Such findings underscore the importance of teaching assertive communication skills to college students and their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
Ph.D.
Department of Psychology
Arts and Sciences
Psychology
APA, Harvard, Vancouver, ISO, and other styles
11

Beyer, Charles Edward. "A Comparison of High School Student and Adult Expectations of Leader Behavior." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4972.

Full text
Abstract:
The purpose of this study was to determine whether the type of activity or type of role played within an activity influenced expectations of leader behavior. One-hundred forty-five adult leaders, student leaders, and student group members of high school basketball teams, bands, journalism staffs, and student government associations were surveyed regarding their expectations of ideal adult leaders, student leaders, and leaders in general across eight leadership constructs. Multivariate analysis of variance results suggest that the type of activity influences group expectations of adult activity leaders. Results also suggest that women expect more consideration from student leaders and leaders in general than do males. Further analyses determined that students expect more initiation of structure, networking, and expertise from adult leaders than student leaders.
APA, Harvard, Vancouver, ISO, and other styles
12

Fitzpatrick, Julie A. "Doctoral Student Persistence in Non-Traditional Cohort Programs| Examining Educationally-Related Peer Relationships, Students' Understanding of Faculty Expectations, and Student Characteristics." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594664.

Full text
Abstract:

The purpose of this study is to examine the influence of educationally-related peer relationships, students’ understanding of faculty expectations, and student characteristics on the persistence of doctoral students in non-traditional, residential, cohort programs in educational leadership. Drawing on the concepts of academic and social integration (Tinto, 1975, 1993) and role ambiguity (Rizzo, House, & Lirtzman, 1970), this correlational, cross-sectional study used a quantitative survey instrument to examine students’ perceptions of their doctoral program experiences.

Scales were drawn from four existing instruments to measure students’ relationships with peers and students’ understanding of faculty expectations. In addition, demographic questions that are typical to persistence studies were included to measure student characteristics. Participants chose to respond to the survey either online or via postal mail. A total of 243 participants responded to the survey, yielding a 54.73% response rate.

Hierarchical logistic regression was used to answer each of the research questions. Gender, educationally-related peer relationships, and students’ understanding of faculty expectations increased the odds of persistence of doctoral students in educational leadership cohort programs. The influence of race, marital or domestic partner status, and the number of dependents varied based on the program of study that was examined. Age and employment did not influence the persistence of doctoral students. Peer relationships were recognized for being more assistive in achieving persistence than was previously understood. Therefore, the results of this study may help to refine theory on doctoral student persistence as it pertains to peer relationships. Students with a clear understanding of faculty expectations were more likely to persist than students who were uncertain about faculty expectations. This outcome was expected given the critical role that faculty play in clarifying students’ responsibilities and helping them navigate their graduate programs. Several recommendations were offered to administrators to assist them in developing environments that foster collaborative relationships among students and accessible relationships between students and faculty.

APA, Harvard, Vancouver, ISO, and other styles
13

Zoffel, Nicholas Alexis. "Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1181926992.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Orth, Ashley Mark. "International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84623/4/Ashley_Orth_Thesis.pdf.

Full text
Abstract:
This study examined perceptions of international students from Saudi Arabia living and studying in Australia. As a qualitative study that featured case study methodology, the thesis discusses the experiences of Saudi Arabian students in the light of two important factors: students' expectations prior to coming to Australia and the impact of intercultural competency on students' experiences. The study found that while study participants reported mostly positive experiences, there were challenges faced such as coping with English language and culture shock. The thesis culminates in a comprehensive list of implications for educators in the light of the study's findings.
APA, Harvard, Vancouver, ISO, and other styles
15

Pitts, Robert Christopher. "Comparing Expectations of Mexican-Immigrant Mothers and School Staff for Student Success." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194350.

Full text
Abstract:
This qualitative study compared the expectations and aspirations held by Mexican-immigrant mothers for their children with the expectations and aspirations held by staff at the neighborhood school. The study involved interviewing four Mexican-immigrant mothers and five staff members from the school. The interviews for mothers asked about educational history and family background, as well as about their thoughts about the neighborhood school and their expectations for the students' academic success. Teachers were asked about potential barriers to the academic success of Mexican-immigrant students.Salient themes that emerged from the data indicate that communication and connecting with the community are a focus of all the staff and mothers value communication at the school. However, teachers do not communicate with parents about the concerns for students in middle and high school and the importance or performing well on state and district assessments.
APA, Harvard, Vancouver, ISO, and other styles
16

Gresse, Werner Grant. "The pre-entry psychological contract: exploring expectations and normative entitlements of student groups." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9043.

Full text
Abstract:
Orientation: Psychological contract theory is expanded by making a distinction between entitlements beliefs and obligations and expectations of prospective employees. Research purpose: To explore and substantiate themes associated with perceived entitlements and utilise this information to develop a structural model of the anticipatory psychological contract. Motivation for the study: Without taking the entitlement beliefs and reasons therefore into account when examining the psychological contract of an individual, a full view on the psychological contract and its expected consequences cannot be achieved. Research design, approach and method: A qualitative approach to research was adopted consisting of interviews with final year graduate and post-graduate students to derive themes associated with expectations and entitlement beliefs of prospective employees. These themes were utilised to develop a structural model portraying the anticipatory psychosocial contract. Main Findings: A structural model was developed that illustrates the anticipatory psychological contract of prospective employees. The model suggests that there are certain factors that determine an individual's entitlement beliefs, and in turn that individual's entitlement beliefs will influence the level of expectation of that individual regarding future employment. Practical/managerial implications: By fully comprehending the effects of the entitlement beliefs on the anticipatory psychological contract of prospective employees the organisation may minimise the occurrence of psychological breach or violation, which may decrease new employee turnover. Contribution/value-add: Although entitlement was mentioned in previous psychological contract research it has never been investigated as a separate component of the psychological contract. Psychological entitlement must be treated as a scientific construct in organisational sciences since understanding an employee‟s perception of entitlement is essential to understanding the expectations of that employee and, in particular, the nature of exchange between employees and the organisation. The purpose of this research is to determine the relationship between entitlement beliefs and expectations of students‟ future employment. A sample of 179 final year economic and management sciences students was used for this study. A questionnaire was used that measured entitlement perceptions and perceived expectations in future employment of the students. This study concluded that all graduates had a relatively high level of perceived entitlement and expectations regarding future employment. A strong correlation was measured between entitlement beliefs and expectations of the anticipatory psychological contract. This study is unique in the sense that it includes entitlement beliefs in the research of the psychological contract as a separate construct to expectations.
Thesis (MCom (Labour Relations Management))--North-West University, Potchefstroom Campus, 2013.
APA, Harvard, Vancouver, ISO, and other styles
17

Piercy, Sheryl Wernsing Morreau Lanny E. "Teacher perceptions of task importance and expectations of independence in student learning." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105741.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 21, 2005. Dissertation Committee: Lanny E. Morreau (chair), Thomas E. Caldwell, E. Paula Crowley, Kenneth H. Strand, Alan C. Repp. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
18

Albertson, Kathy Seymour. "College student perceptions of expectations for academic literacy in their first term." Open access to IUP's electronic theses and dissertations, 2006. http://hdl.handle.net/2069/33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Pitts, Robert Christopher. "Comparing Expectations of Mexican-Immigrant Mothers and School Staff for Student Success." Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1398%5F1%5Fm.pdf&type=application/pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Robinson, Michael Anthony. "Strictly classroom: Ethnographic case studies of student expectations in first year composition." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284274.

Full text
Abstract:
Employing ethnographic and case study research methods, this study attempts to examine student attitudes toward, and senses of purpose about, a first-year college writing course and their roles as students and writers within it. The study argues that students possess clear and highly articulated conceptions of writing classes, of writing's place both within and outside academia, and of themselves as students and writers. These conceptions, like all theories, exhibit both strengths and weaknesses. However, students rarely have the opportunity to engage in dialogue about their views on writing. Because of this, the students in this study generally accommodate themselves to, but compartmentalize, the writing course and the strategies they are exposed to in it. The study suggests, therefore, that writing teachers approach their students not as novices to be corrected concerning the "true" ways of writing, or rejected for their unwillingness to accept these truths. Rather, we should consider writing students an audience to be persuaded to a concept of writing both different from, and similar to, the concepts they already hold. This means that writing teachers must elicit, listen to, and engage with the writing conceptions of their students. Means for fostering this dialogue include having students create narratives of their writing development, asking students to develop mini-ethnographic language projects, and historicizing with and for them standard academic English style.
APA, Harvard, Vancouver, ISO, and other styles
21

Burkhardt, Thomas E. "First-year Students' Expectations of and Satisfaction with Residence Hall Housing." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1554730525248237.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Smith, Marianne. "Questions and perceptions an investigation of community college counselor performance expectations of students utilizing online advisement /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=129&did=1907279731&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270491030&clientId=48051.

Full text
Abstract:
Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 130-141). Issued in print and online. Available via ProQuest Digital Dissertations.
APA, Harvard, Vancouver, ISO, and other styles
23

Mattis, Marjorie A. "Academic aspirations and expectations high school guidance counselor perceptions of the benefits students receive by participating in dual enrollment programs /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Wierszewski, Emily Ann. "A Readerly Eye: Teachers Reading Student Multimodal Texts." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1281183575.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Schwendenman, Diane. "Gender Role Expectations of Classroom Teachers." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Bischoff, Ann Elizabeth. "Exploring connections among teacher expectations, student/teacher relationships, intrinsic motivation and self-efficacy." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406633909.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Sweatt, Shelley S. "The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2691/.

Full text
Abstract:
Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especially since no studies on teacher attitudes toward the TAAS test have been found. This correlational study measured teacher attitudes toward the TAAS and teacher expectations for students through data collected from a survey. Student achievement information was collected from averaged Texas Learning Index scores for students by classroom over a two year period. The sample consisted of 22 4th, 8th, and 10th grade reading and/or math teachers who had taught in the same Texas mid-sized, rural school district for at least two years. Frequency, percent, mean, and standard deviation were used to analyze the responses on the survey. A median score distinguished between high/low expectations and between positive/negative attitudes toward the TAAS. The Pearson product-moment correlation coefficient identified relationships, with levels of significance determined at the .05 level. From this study, it appears that no relationship exists among teacher expectations for students, teacher attitudes toward the TAAS, and student achievement. It appears that teachers support the TAAS and see a relationship between the test and improved student performance, and view the TAAS as nondiscriminatory for race and socioeconomic status. While teacher expectation levels are not the same for all students, most teachers feel responsible for insuring that students learn while they are in the teachers' classrooms, and communicate, via word or action, the expectation that their students can learn at or above grade level.
APA, Harvard, Vancouver, ISO, and other styles
28

Cole-Morton, Gladys S. "Experiences and Expectations of an African American Male Veteran Student in Higher Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2301.

Full text
Abstract:
Since the Post-9/11 GI Bill an increasing number of veterans and military students are seeking to complete degrees online and through enrollment at campuses across the nation (Brown 2011). The increased number of military students in postsecondary education settings presents challenges and opportunities for both the veteran student and institution of higher education. Military students also referred to as veteran students are choosing to pursue postsecondary education for occupational and employment opportunities, personal growth and enrichment, and to use their Post-9/11 GI education benefits. It is expected that military personnel with past military service in Afghanistan and Iraq will become a growing student population enrolled in U.S postsecondary education. The purpose of this study is to evaluate the experiences and expectations of an African American male veteran student at an institution of higher education. This qualitative research study included an in-depth interview with an African American male veteran student. Through interviewing the participant, I listened to the experiences and expectations from an African American male veteran student from Iraq War who attended a state assisted predominantly Caucasian university. The collection and analysis of his stories gave me an understanding of his diverse needs, experiences, and expectations.
APA, Harvard, Vancouver, ISO, and other styles
29

Edwards, Cynthia. "First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7281.

Full text
Abstract:
Performance-based funding is becoming the norm in higher education. High-impact practices like first-year seminars hold promise for improving some of the key metrics in the funding model, such as first-year retention rate and first-year institutional GPA. The purpose of this study was to explore the relationship of retention rate and institutional GPA between first-time-in-college (FTIC) students who completed a first-year seminar and those who did not. Additional data regarding pre-college experiences and expectations for college were investigated to gain insight into retention and academic success behaviors of FTIC students. Three years of data including institutional Beginning College Survey of Student Engagement (BCSSE) scores, high school GPAs, enrollment data, and student grades were collected. Due to a significant difference in high school GPA between summer and fall admits, all analyses were conducted separately for each group. For both summer and fall admits, results from the chi-square tests of homogeneity and independent samples t tests indicated no significant difference in retention rates or mean institutional GPA between FTIC students who completed a first-year seminar and those who did not. Logistic and multiple linear regression tests were conducted to determine whether FTIC student retention and institutional GPA could be predicted by pre-college experience and expectations as measured by the BCSSE. For fall admits only, two of the nine BCSSE scales, expected academic perseverance and perceived academic preparation were significant predictors for retention. For predicting institutional GPA, summer and fall admits shared two significant predictors from the BCSSE: high school learning strategies and importance of campus environment. For fall admits only, there were three additional significant predicators: high school quantitative reasoning, expected collaborative learning, and perceived academic preparation. The results of this study may encourage higher education institutions to consider assessment of their own first-year seminars. The impact of a first-year seminar may be improved by developing curriculum that addresses the skills, experience, and expectations unique to each institution’s first-year students.
APA, Harvard, Vancouver, ISO, and other styles
30

Platz, S. "A service marketing approach to recruiting students in German private universities : exploratory thesis of student expectations and experiences." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/39017/.

Full text
Abstract:
Changes in the higher education sector have forced private universities in Germany to reflect how they can best compete in the market, attract students, find their market niche and differ-entiate themselves from similar institutions. The recruitment of students at private universities is particularly difficult. This study explores which factors influence their selection and evalua-tion process. In order to better understand students’ expectations and experiences, the study compares the selection criteria of students at state and private universities. The results indicate the criteria which are relevant for students for and after enrollment at state and private univer-sities in Germany. Undergraduate students have often unrealistic expectations and therefore are often disappointed about their chosen university. The analysis of private university stu-dents’ selection criteria is important, as marketers can specifically develop and address their expectations and needs. The study reveals that different types of students apply different crite-ria for selecting and evaluating private universities. Based on an empirical study of 152 stu-dents at one state and one private university in Hamburg, the thesis shows similarities and dif-ferences between the selection and evaluation phases and between the two types of higher ed-ucation institutions. The statistical outcomes are based on a descriptive, a bivariate, an explor-ative factor and multivariate regression analysis. The developed conceptual recruitment and marketing model will support recruitment strategies at private universities. The study derives important implications for strategic marketing and management activities and student satisfac-tion management of higher education institutions in Germany. Moreover, recommendations for future studies are outlined. The expectations and experiences of students have not been analysed in depth at private universities in Germany. Data or studies which analyses the stu-dents selection and evaluation process and determine different types of students are missing for German private universities. Furthermore, reliable studies which also compare the selec-tion process for private and state universities in Germany are missing. Thus, the study helps to fill this important gap. Secondly, and on a practical nature, it is hoped that the study will pro-vide higher education practicioners with empirical evidence that can be used in future re-cruitment strategies.
APA, Harvard, Vancouver, ISO, and other styles
31

Henry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.

Full text
Abstract:
Online higher education presents a critical opportunity to extend and diversify the student body. The Online Student Experience (OSE), and online student outcomes, however, remain shrouded in ambiguity. The literature presents conflicting reports of online education (OE) quality, confounded by a lack of appreciation for potential differences between online and on-campus education, and a diversity of interpretations for what constitutes OE. The present research conceptualises OE as representing university courses that require students to interact with instructors and course materials via the internet, with no expectation of attending a university campus. A broad student-centred perspective is notably lacking from the OE literature, with limited consideration of students’ expectations and perceptions, students’ experiences beyond the curriculum, and the role of students’ experiences in online student outcomes. Instead, prior research has relied on assumed benefits and limitations, or researcher-determined measures of online student suitability and online course quality. The first-year transition may be especially challenging for online students, furthermore, yet understanding of the online first-year experience has been limited to extrapolations from on-campus literature. In the absence of a deep, student-centred understanding of first-year online students’ expectations and experiences, combined with clear evidence for what may contribute to a quality OSE; it remains unclear whether OE presents a viable method of education, and how online student outcomes might be enhanced. A deeper understanding of the OSE is critical to ensure universities attract and retain a diverse range of students. The present research contributes to this understanding, offering a rich description of how first-year students at an Australian public university constructed their lived experiences of OE, and attributed meaning to these experiences. Adopting qualitative inquiry and phenomenological case study methodology, online students’ expectations, experiences and outcomes were explored through in-depth online interviews with 43 students; and resultant transcripts analysed using thematic analysis. Six themes were identified to describe students’ lived experiences of OE: learner Motivation, Ability and Circumstances; and institutional Interaction, Curriculum and Environment, forming a Motivation, Ability, Circumstances – Interaction, Curriculum, Environment, or MAC-ICE, thematic structure of the OSE. Discrete expectations and experiences formed sub-themes corresponding to each of these themes. Students’ experiences varied considerably, nonetheless, with no consistent explanation for how all first-year university students might experience OE, corresponding to frequent inaccurate expectations. Each theme was perceived to have informed students’ outcomes, either directly contributing to their learning, performance, satisfaction or retention, or facilitating experiences conducive to these outcomes. In addition, where students’ expectations were met (or exceeded), or they were supported to manage inaccurate expectations, they felt more satisfied with their experience, and vice versa. Online student outcomes were also interconnected, with retention informed by students’ academic performance and satisfaction; satisfaction informed by learning and academic performance; and academic performance informed by students’ learning. A quality OSE, therefore, appears highly complex, dependent on a range of experiences connected to both the learner and their institution. This interconnectedness of the OSE was summarised through a MAC-ICE thematic matrix. The findings bring together a fragmented and piecemeal understanding of OE, presenting a holistic and student-centred depiction of a quality OSE. The present research combines and builds upon Constructivist Learning Theory (Lesgold, 2004; Richardson, 2003), Expectation-Confirmation Theory (Bhattacherjee, 2001), and Kember’s Longitudinal-process Model of Drop-out from Distance Education (1989), to form a holistic and student-centred understanding of the OSE, enabling propositions that may clarify and enhance OE theory, and contribute to improved online student outcomes. The resultant MAC-ICE thematic structure and matrix furthermore, offer means through which prior research may be further scrutinised, and the OSE thoroughly examined, enabling researchers, policy-makers and universities alike, to identify, investigate and implement strategies that may ensure a quality OSE.
APA, Harvard, Vancouver, ISO, and other styles
32

Odell, Kerry S. "The Educational and Occupational Aspirations and Expectations of Rural Ohio Tenth- and Twelfth-Grade Students." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222692061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Stapleton, Kelly. "Elementary Teachers' Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/184.

Full text
Abstract:
This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents’ desires for school counselors to focus on the severe emotional and behavioral needs of students.
APA, Harvard, Vancouver, ISO, and other styles
34

Vallade, Jessalyn Ilene. "What to Expect When They're Expecting: An Examination of College Student Expectations for Instructor Behavior." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278438473.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Shells, Tracy. "Expectations of Teachers, Administrators, and Parents for the Academic Achievement of Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/422.

Full text
Abstract:
In recent years, states in the United States have developed assessment testing to help ensure that schools meet academic standards. This study investigated an educational problem of low student academic achievement and low scores on a state test in a middle school in the southeastern United States. It specifically queried whether expectations for student achievement had a positive influence on students' academic success. The research questions were designed to investigate parents, teachers, and administrators' expectations for the academic achievement of students. The conceptual framework guiding this study used the ecological model of human development, which postulates that personal development is influenced by proximal processes. Key findings focused on expectations, academic performance, and ways to help students meet academic standards. This information was used to create a parent-teacher professional development seminar, which presented strategies to urge academic achievement and encourage student engagement with content. The seminar also provided parents and teachers with information about the impact that their expectations may have on students. Recommendations for improvement include careful review of current critical inquiry strategies that are used to increase student engagement and academic achievement. Implications for social change include using the professional development project and other appropriate opportunities with parents and educators to inform them about the importance of their role and the expectations they have for student academic achievement.
APA, Harvard, Vancouver, ISO, and other styles
36

Michaud, Meredith Esther. "Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3079.

Full text
Abstract:
Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount of available information, decide what is useful and believable, and apply it in an effective and ethical way. Faculty members have expectations regarding information literacy for students in the first year of college, while students have information literacy practices that may or may not match those expectations. In my study, I examined the alignment of faculty member information literacy expectations and student information literacy practices, focusing on freshman students and faculty members who teach freshman students in a required general education course at a public university in the northwestern United States. Using an exploratory sequential mixed methods research design, I began my study with qualitative interviews of students and faculty members, used data from the interviews to develop a survey instrument, conducted a pilot study with the survey instrument, and used the survey instrument to administer an online quantitative survey to 106 students and 10 faculty members. The survey consisted of 42 items pertaining to student practices and faculty expectations as identified by student and faculty member interview participants. Survey data showed the percentage of faculty members expecting a practice was generally higher than the percentage of students carrying out that practice. Overall, the study findings revealed a gap between faculty expectations and student practices.
APA, Harvard, Vancouver, ISO, and other styles
37

Zhibing, Mu. "Evaluating the extent to which Nelson Mandela Metropolitan University (NMMU) libraries meet student expectations." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/648.

Full text
Abstract:
The failure to evaluate the service quality by comparing service expectations and service perceptions of students requires that the management of NMMU libraries identify the service expectations and service perceptions of students and measure the gaps between these service expectations and service perceptions of students. A literature review was conducted to explore the service expectations and service perceptions of students. An effective method (using the LibQUAL model) to evaluate the service quality of NMMU libraries based on the service expectations of students was described. Thereafter, a LibQUAL survey was used to collect the required empirical data from a convenience sample of 2 047 students enrolled at NMMU. The empirical findings showed that gaps existed between the service expectations and service perceptions of students at different campuses of NMMU. At different campuses of NMMU, the service expectations of students were not met in term of the service perceptions of the four dimensions (affect of service, library as place, information access and personal control) of the LibQUAL model. ii The study identified the gaps between the service expectations and service perceptions of students at different NMMU campuses and conclusions and recommendations based on these gaps were formulated. The management of the NMMU libraries needs to choose appropriate strategies to improve the quality of NMMU library services based on the service expectations of students.
APA, Harvard, Vancouver, ISO, and other styles
38

Harris, Shauna. "Voices from the Asphalt| Teacher Expectations and Student Perceptions in an Urban High School." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824603.

Full text
Abstract:

Urban high school educators continue to struggle with providing quality educational experiences that meet students’ varying needs. Socio-economic status plays a powerful role in the educational opportunities afforded to students in the United States. Low socio-economic status can have an impact on the types of educational experiences students encounter, which, in turn, influences student performance. Howard suggested the residuals of poverty, limited access to medical care, low-income status, and homelessness affect a student’s performance in school. Moreover, Gorski contended that low-income status students are likely to attend schools with inadequate resources and poorly trained teachers dealing with higher class sizes.

Using Purkey’s invitational education and the Teacher Expectation Student Achievement (TESA) conceptual framework as lenses for analysis, this mixed-methods study sought to examine the effects of teacher expectations and eleventh grade student perceptions on student engagement. Through teacher interviews, this study evaluated the causal factors that have developed teacher perceptions in one urban high school. It describes possible misconceptions, deficit views, and biases that influence expectations and their impact on student performance outcomes. Through student surveys, this study also explored the relationship between student perceptions of their learning experiences in school, teachers, and themselves and their impact on student engagement in the classroom.

Teacher interviews and student survey results provided deep insight into the overall culture of their school. Interviews provided a forum where teachers shared their stories and expressed experiences that they believed shaped their expectations of the students they teach. Student responses about their school, teachers, and themselves provided the researcher with a deeper understanding of the influences that may help or hinder student engagement.

APA, Harvard, Vancouver, ISO, and other styles
39

Henry, Rachel K. "A Comparison of Millennial and Non-Millennial Dental Hygiene Student and Faculty Classroom Expectations." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419262693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

MERCADO, CANDIDO ANTONIO. "EDUCATIONAL EXPECTATIONS AND ATTAINMENTS OF PUERTO RICAN HIGH SCHOOL SENIORS IN THE UNITED STATES (SOCIAL MOBILITY, PATH ANALYSIS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183898.

Full text
Abstract:
The study was concerned with the testing of a modified causal model of college anticipation and attendance for a nationwide sample of Puerto-Rican and Mexican-American high-school seniors. The key problem of this study was defined on the basis of two fundamental criteria. The first states that social-structural and social-psychological components of sociological theory can provide basic information needed to comprehend the educational aspirations and achievement behaviors of Hispanic youth in the United States. The second theoretical tenet of this study was that the logic of the modified Wisconsin Model of status attainment can be understood as a common process that applies to all sectors of the American system of stratification and mobility. The data used in this study were extracted from the High School and Beyond: A National Longitudinal Study for the 1980s (HSB) and its First Follow-Up. Path coefficients associated with the direct and indirect effects were used in attempting to explain the variance in postsecondary educational plans and attainments of the subjects. A summary of the most significant findings, using the aforementioned data follows. The analysis of the educational attainments for the two ethnic group subsamples shows no statistically significant difference when the two samples are classified by gender. The recursive causal model used in this analysis is not completely successful in explaining the variance in the dependent variables (postsecondary educational plans and attainments) of both Mexican-American and Puerto-Rican high-school seniors. As a result, only about one-fourth of the degree of change in postsecondary educational plans and less than one-half of the variability in the level of educational attainments are accounted for by the antecedent variables. Present results reduce the impact of some of the social-psychological intervening variables on the level of educational plans of Hispanic adolescents. On the other hand, the role of objective variables (academic achievement and socioeconomic status is magnified. The influence of some of the objective variables on the process of educational attainment is also noticeable.
APA, Harvard, Vancouver, ISO, and other styles
41

Ramnunan, Karendra Devroop. "The occupational aspirations and expectations of students majoring in jazz studies at the University of North Texas." Thesis, view full-text document, 2001. http://www.library.unt.edu/theses/open/20012/ramnunan%5Fkarendra/index.htm.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Campbell, Jennifer Lea. ""My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic Success." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4546.

Full text
Abstract:
This study explores the relationship between student judgments of teacher expectations and academic success, student self-concept and academic success, and student judgments of discrimination experiences and academic success. In the winter of 2018, a sample of 176 communication students at a northwestern university completed revised versions of the Teacher Treatment Inventory (TTI) and the Self-Description Questionnaire III (SDQ III), as well as the original Everyday Discrimination Scale (EDS). College-age students found the TTI confusing, and many participants said they did not have a relationship with their college professors. The hypothesis that suggested student judgments of teacher expectations would positively correlate with anticipated course grade was not supported, and no significant differences were found between male and female students' judgments of teacher expectations, as well as no significant differences among students of different races on judgments of teacher expectations. The hypothesis that student self-concept would positively correlate with anticipated course grades was partially supported. While some participants did judge themselves to have experienced forms of discrimination, those discriminatory experiences did not result in a significantly negative correlation with anticipated course grades. Implications for understanding expectancy effects and student self-concept as a pedagogical tool for increasing academic success are discussed.
APA, Harvard, Vancouver, ISO, and other styles
43

Perkins, Kelly R. "A Q-analysis of gender differences in public relations students' ethical expectations of the public relations profession." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074538.

Full text
Abstract:
This study attempted to determine whether or not there was a gender difference in students' ethical expectations of the public relations profession. Forty-two Ball State University public relations students participated. The students were given 49 statements that either supported or opposed a specific action that a public relations practitioner may take in an ethical dilemma, or a belief that public relations professionals may hold. Each student was asked to indicate how strongly he/she agreed or disagreed with each statement.The students' answers were analyzed using the QMETHOD factor analysis program. Two groups of individuals were defined: Factor I, "Female Dominated"; and Factor II, "Male Dominated." As the names indicate, the defining characteristic of these groups was the gender composition. The majority of females in the study fell into the first group, and the majority of the males in the study fell into the second group. Factor I z-scores were predominantly positive, whereas Factor II z-scores were predominantly negative-the results were close to perfect mirrors of one another. The findings supported the researcher's hypothesis that there is a gender difference in ethical expectations.
Department of Journalism
APA, Harvard, Vancouver, ISO, and other styles
44

Haynes, Jacqueline K. "High Expectations and Teacher Implicit Biases in a Culture of Care." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7517.

Full text
Abstract:
This graduate project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My project component looked at research on teacher expectations and their effects on student success. Why does the color of a child's skin tone trigger lower expectations by some teachers? Why does this occur? How can school leaders and teachers confront preconceived notions that create barriers for high expectations for marginalized students? Selected literature was reviewed that concentrated on perspectives on teacher attitudes, systemic biases, and teacher expectations. I applied what I learned to exploring gaps in district emphasis on diversity and equity and potential approaches to engaging teachers and school leaders in collaborative and challenging conversation. In an examination of four major district documents, the terms ‘diversity of students’, ‘cultural diversity’, ‘high expectations for all students’, ‘multicultural awareness and equity’ each appeared only once. Professional development for teachers and school leaders was needed to focus on inquiry, self-reflection, curriculum development, and instructional approaches to surface and address implicit biases that contribute to low expectations for marginalized students.
APA, Harvard, Vancouver, ISO, and other styles
45

Arey, George Arthur. "Positive or negative : a study of expectations and experiences of students living in substance-free university housing at Ball State University." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230608.

Full text
Abstract:
This study was designed to collect data that would provide evidence as to what students' expectations of the environment were along with whether these expectations were actually being experienced by students living in the substance-free environment. A systematic sample of 139 students were surveyed who lived in the Students Uniting to Remain Free (SURF) substance-free living environment at Ball State University during the Fall semester of 2001 academic year. Data collection consisted of a survey instrument that had eight three-part questions, 10 demographic characteristic questions, and six student involvement questions.The data revealed that new and returning students living in the SURF hall were very satisfied with their residential experience. The majority of their expectations matched the majority of their experiences. Statistically significant differences between the expectations of new and returning students existed with the following variables: drinking and using drugs outside of the SURF hall, expecting that they would not have to deal with noise and disruptions caused by alcohol usage, living with students who had similar religious ideals and values, expecting the SURF hall to be a quiet study area and expecting and experiencing wellness and healthy lifestyle programs.The growing interest in substance-free housing environments is an area that many Chief Housing Officers and Student Affairs Administrators may want to consider investing more time researching in addition to allocating additional institutional resources in the creation of increased levels of this living environment option. Current expansion of this lifestyle option on campuses across the nation may dictate that for institutions to stay competitive and to meet the needs of the various populations living on their campuses the offering of this lifestyle option may need to increase. Additional research into the academic benefits and long-term retention benefits may be necessary for the development of new programs.
Department of Educational Leadership
APA, Harvard, Vancouver, ISO, and other styles
46

Simpson, Mary Angela. "Exploring accounting students' interaction with their assessment feedback in a UK post-92 university." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19953.

Full text
Abstract:
This thesis offers a holistic insight into the expectations and experiences of university students in relation to academic feedback. The subjects are a diverse group of first year accounting and finance students in a post-92 university. What is identified and examined here is the lifeworld of a student studying within the current politicalised higher education environment. Many assumptions evident in the literature relating to students' attitudes and feelings about feedback are challenged. The approach adopted to develop this research is based on Layder's (1998) 'adaptive theory' combining existing social theory with my empirical data to identify and reconcile the impact of the observable social world on the lived experience of our students. A student's habitus (Bourdieu, 1977) and prior educational experiences often means she is unprepared for university study which results in a difficult and often painful transition. Building strong relationships with peers and academics is one of the most important components of student success, but many academics are often unaware of the reality of these students' lived experiences, neither are they aware of the possible impact the structures, regulations and overall power of the institution can have on students. This research establishes a link between students' pre-conceived ideas and expectations and their transition into university. Failure on the part of the institution to respond and manage students' expectations can lead to growing dissatisfaction with their academic experience which manifests itself in dissatisfaction with assessment, feedback and other aspects of their early experience. When a young, often disadvantaged student attends university she may already have overcome multiple obstacles: poor schooling; poor housing; limited financial resources; and a general lack of higher education knowledge. This research identifies the vast chasm in our understanding of students' needs and expectations. This study challenges the reliability and usefulness of using a broad range of metrics as proxies for learning, student satisfaction and quality assurance during a period when 4 metrics and benchmarks are being used to shape education. The underpinning rhetoric and ideology which informs political decisions is flawed. The study challenges the current performative approach to providing feedback and measuring effectiveness. Contrary to the classical concept of rational economic man many people's choices are restricted to a simple satisficing1 strategy because their academic ambition is bounded by cognitive limits because they have not had access to all the cultural and social capitals which might have shaped their decisions and prepared them for their university experiences differently. Using Pierre Bourdieu's sociological concepts of habitus, capital and disposition (Bourdieu, 1977a), I reposition assessment and feedback within the wider context of the students' life experiences and identify the limitations imposed on these students, first by their past and then by universities' failure to position their higher education provision within a framework in which these adolescents can develop and grow within a suitable supportive environment which recognises and accepts who they actually are. Such an approach to their higher education experiences will begin to redress the issue of feedback in accounting.
APA, Harvard, Vancouver, ISO, and other styles
47

Fernandez, Jose. "THE EFFECTS OF ATHLETIC PARTICIPATION, EXPECTATIONS ABOUT COUNSELING AND GENDER ON ATTITUDES TOWARD HELP SEEKING BEHAVIORS AMONG." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3683.

Full text
Abstract:
Researchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195 students at a central Florida community college, 74 student-athletes and 121 non-athlete students. The participants were asked to convey their counseling expectations by completing the Expectations About Counseling-Brief Form. Respondents were also asked to complete the Attitudes Toward Seeking Professional Psychological Help Scale to measure their attitudes toward help seeking behavior. Further qualitative data was accumulated during an interview with one student-athlete from each of the five intercollegiate athletic teams. For this study, two hypotheses were considered. First, it was hypothesized that a significant relationship existed between attitudes toward help seeking behavior and expectations about counseling and that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help seeking behavior. Results of the data analyses revealed that respondents' attitudes toward help-seeking behavior correlated significantly with only two of the four counseling expectation factors. A positive correlation was discovered for the factor of Personal Commitment and a negative correlation for the factor of Counselor Expertise. Linear regression analysis supported that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help-seeking behavior. The second hypothesis hypothesized that there would be no statistically significant difference in attitudes toward help-seeking behavior based on athletic participation (student-athlete versus non-athlete students) or gender of respondent. The results of a MANOVA indicated that gender of respondent did have a statistically significant effect on attitudes toward help-seeking behavior; therefore this hypothesis was only partially supported. Based on these findings, implications for counseling student-athletes and non-athlete students are discussed. Interpretations of data analyses are included and study limitations and delimitations are identified. Finally, suggestions for future research are identified and discussed.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education: Ph.D.
APA, Harvard, Vancouver, ISO, and other styles
48

Byrd, Rebekah J., and Kelly Emelianchik-Key. "Professional Expectations and Partnership: Perspectives from the Beginning." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/873.

Full text
Abstract:
Book Summary: What does a path to become a faculty member look like? What are the merits? What are the roadblocks? How do I balance personal and professional aspirations? Looking for answers to these questions can be overwhelming and discouraging. This book offers inspiration and support to female faculty members in higher education who are at various stages of their professional development. Twenty-four educators share both their intuitive voices and practical knowledge on the topics of career development, balancing personal and professional life, cultural and individual identity, and spirituality. This collective sharing will help readers become free from an impasse, take a leap of faith, and see roadblocks from a slightly different perspective.
APA, Harvard, Vancouver, ISO, and other styles
49

Engström, Linda. "Studenters förväntningar på Learning Analytics inom akademiska utbildningar." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299269.

Full text
Abstract:
Learning Analytics är ett forskningsområde som innefattar insamling, mätning, analysering och rapportering av “big data” om studenter i deras lärmiljö. Syftet är att förstå och optimera studenters lärande, och deras studiemiljöer. Learning Analytics-tjänster kan bland annat hjälpa studenter att få en insikt i hur de bör studera för att vara tidseffektiva eller höja sina studieprestationer. Dessutom kan tjänsterna upptäcka och ge feedback till studenter som riskerar att misslyckas med sina kurser, samt skapa personliga visualiseringar för t.ex. tidsförbrukning per delmoment i en kurs, eller betygsfördelning. Denna studie använder sig av ett forskningsinstrument som kallas Student Expectations of Learning Analytics Questionnaire (SELAQ) och ämnar undersöka studenters attityd till 12 olika påståenden relaterade till Learning Analytics. Deltagarna i studien fick således svara på en enkät där de fick gradera hur mycket de instämde med de givna påståendena, under premissen att deras lärosäte hypotetiskt skulle börja implementera en Learning Analytics-tjänst. Resultaten från studien indikerar att SELAQ ger oss bra insikt i vilka förväntningar studenter på svenska lärosäten har på Learning Analytics. Resultaten visar bland annat också att studenterna har låga förväntningar kring de områden som rör feedbacken från Learning Analytics-tjänsten. Mer specifikt har de låg tillit till att undervisande personal kommer att leverera feedbacken på ett tillfredsställande vis till studenterna. Vidare visar resultatet att studenterna har högre förväntningar i frågor gällande inhämtning av samtycke och hantering av personlig data.
Learning Analytics is an area of research which includes collecting, measuring, analysing, and reporting “big data” about students and their learning environment. The purpose is to understand and optimise students’ learning and learning environments. Learning Analytics services can among other things help students gain insight into how they should study to be time-efficient or increase their study performances. Moreover, the services can detect and provide feedback to those students at risk of failing their courses, as well as create personalised visualizations about for example time consumption per parts of a course, or grade distribution. This study uses a research instrument called Student Expectations of Learning Analytics Questionnaire (SELAQ) and aims to examine students' attitudes to 12 different statements related to Learning Analytics. Thus, the participants in the study got to answer a survey where they had to rate how much they agreed with the given statements, based on the hypothetical premise that their university would start to implement a Learning Analytics service. The results from the study indicates that the SELAQ instrument gives us a good understanding about the expectations on Learning Analytics of students in Swedish higher education. The results also show, among other things, that the students have low expectations in areas related to the feedback from the Learning Analytics service. More specifically, they have low confidence that the teaching staff will deliver the feedback to the students in a satisfying way. Furthermore, the results show that the students have higher expectations in matters concerning the obtaining of consent and handling personal data.
APA, Harvard, Vancouver, ISO, and other styles
50

Avila, Cheryl. "Secondary and Postsecondary Calculus Instructors' Expectations of Student Knowledge of Functions: A Multiple-case Study." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5760.

Full text
Abstract:
This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a “think-aloud” activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students' prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers' expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies' findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Math Education
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Student expectations' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography