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Dissertations / Theses on the topic 'Student quality'
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1
Avendano, John Palmer James C. "Student involvement assessing student satisfaction, gains, and quality of effort /." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115177.
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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: James C. Palmer (chair), Phyllis McCluskey-Titus, Paul Vogt, John S. Erwin. Includes bibliographical references (leaves 121-126) and abstract. Also available in print.
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Gibbs, Graham. "Improving the quality of student learning." Thesis, University of South Wales, 2005. https://pure.southwales.ac.uk/en/studentthesis/improving-the-quality-of-student-learning(c759c7fd-fce4-4aa2-92b5-4004f4fb844c).html.
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My scholarship concerning improving student learning has been undertaken at each of six levels of organisation in higher education systems: Improving individual students as learners (Section 1) Improving individual teachers' ability to improve student .learning (Section 2) Improving the design of assessment so that it supports learning better (Section 5) Improving the design of all aspects of courses so that the learning of all students on the courses improves (Section 3) Improving the student support systems that underpin all courses, so that student performance and retention is improved (Section 4) Improving institutional strategies to improve student learning (Section 6) In operating at these different levels my work has progressed from focussing on the micro-level of an individual student undertaking a single learning activity in a specific context, to macro levels involving national and international comparisons of institutional strategies to improve student learning. I started working on 'study skills' (Section 1) in the mid 1970's and have worked on institutional learning and teaching strategies in the last decade (Section 6). My work on Sections 2-5 spans three decades. Research methodologies I have used include phenomenographic interviewing (Beaty, Morgan and Gibbs, 1997), depth interviewing (Gibbs and Durbridge, 1976a), psychometric development of inventories (Gibbs and Simpson, 2004a), use of existing inventories (Gibbs, 1982), use of evaluation questionnaires (Coffey and Gibbs, 2001), analysis of documents (Gibbs et al, 2000) and the use of management information systems to track student performance and progress (Gibbs and Lucas, 1997; Gibbs and Simpson, 2004b). Research designs include before and after testing of the impact of interventions (Gibbs, 1982; Gibbs and Coffey, 2004), longitudinal tracking of individual students (Beaty, Morgan and Gibbs, 1997), use of control groups (Gibbs and Coffey, 2004) and case-based studies (Gibbs, 2003a). I have undertaken and published reviews of the literature associated with five of the sections: Section 1 (Gibbs et al 1982), Section 2 (Gibbs and Gilbert, 1998), Section 3 (Gibbs, 1982), Section 4 (Gibbs, 2003d) and Section 5 (Gibbs and Simpson, 2004). Research in four of the six areas has been published in other countries: Section 1 in the USA (Gibbs, 1983) and Sweden (Gibbs, 1996a); Section 2 in Canada (Gibbs 1995d), Germany (Gibbs 1997a), Holland (Gibbs 1999a) and the USA (Gibbs and Angelo, 1998); Section 4 in Hong Kong (Gibbs and Simpson, 2004) and Section 6 in Portugal (Gibbs, 2003e), Spain (Gibbs, 2004b), and Australia (2005a). Evidence of the scale of impact of this research is outlined in each section. A citation analysis for the 18 selected publications is included as Appendix 1. A selection of 69 of my other publications are cited in support of the account in the sections below.
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Qui, Kuan-Yao. "Relationships among student demographic characteristics, student achievement, student satisfaction, and online business-course quality /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052163.
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Crispin, Laura. "Essays on School Quality and Student Outcomes." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346100114.
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Tucker, Beatrice M. "The student voice: Using student feedback to inform quality in higher education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2158.
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This thesis presents a scholarly synthesis of a series of original published works providing evidence that student feedback, collected and analysed using valid and defensible methods, is effective in improving the quality of teaching and learning in higher education. The key factors underpinning the effective use of student feedback for quality improvement of teaching and learning in higher education are revealed. Students’ perceptions of their experience in achieving learning outcomes are reported.
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Gittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.
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Thesis advisor: Diana Pullin<br>It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Alderman, Rosalind Veronica. "Faculty and student out-of-classroom interaction: student perceptions of quality of interaction." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85919.
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The purpose of this study was to identify ways in which students interact with faculty
members outside of the classroom and learn what students believe makes for high quality
interaction. Additionally, this study sought to identify successful out-of-classroom facultystudent
interaction strategies from the student perspective. This knowledge can aid colleges and
universities in promoting more formal and informal faculty-student out-of-classroom interaction,
thereby increasing the overall quality of the undergraduate student experience.
The study employed a naturalistic inquiry paradigm of research. The author interviewed
25 students at a Hispanic Serving institution (HSI) in San Antonio, Texas.
All students interviewed had interacted with faculty outside of the classroom. Six
themes emerged in terms of types of interaction: course-related activities; traveling for
conferences or study abroad; casual interactions around campus; career and graduate school
focused interaction; visiting faculty in their offices (most common); and participating together in
campus clubs or athletic activities. High quality out-of-classroom interactions had four characteristics: faculty members
were approachable and personable; faculty members had enthusiasm and passion for their work;
faculty members cared about students personally; and faculty members served as role models
and mentors. The most powerful element of high-quality faculty-student out-of-classroom
interaction is that of relationship.
The most pronounced differences between underclassmen and upperclassmen were in
the areas of going to faculty offices and speaking with faculty about career and graduate school
plans. Juniors and seniors proportionately had more interaction with faculty on these themes.
Students offered suggestions on how the University could encourage more facultystudent
out-of-classroom interaction. Students' ideas revolved around three themes: promoting
social events and interaction; stressing the importance of office hours; and suggestions directed
at faculty members. Students can also serve as ambassadors to other students by encouraging
them to engage in faculty-student out-of-classroom interaction.
To continue improving the undergraduate collegiate experience, colleges and
universities should strengthen and refine institutional commitment to practices that foster the
undergraduate experience, including that of faculty-student interaction. Finally, institutions must
remember to keep students at the center of their purpose and find ways to regularly solicit
qualitative feedback from students of all segments of the campus environment.
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Kärde, Wilhelm. "Tool for linguistic quality evaluation of student texts." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-186434.
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Spell checkers are nowadays a common occurrence in most editors. A student writing an essay in school will often have the availability of a spell checker. However, the feedback from a spell checker seldom correlates with the feedback from a teacher. A reason for this being that the teacher has more aspects on which it evaluates a text. The teacher will, as opposed to the the spell checker, evaluate a text based on aspects such as genre adaptation, structure and word variation. This thesis evaluates how well those aspects translate to NLP (Natural Language Processing) and implements those who translate well into a rule based solution called Granska.<br>Grammatikgranskare finns numera tillgängligt i de flesta ordbehandlare. En student som skriver en uppsats har allt som oftast tillgång till en grammatikgranskare. Dock så skiljer det sig mycket mellan den återkoppling som studenten får från grammatikgranskaren respektive läraren. Detta då läraren ofta har fler aspekter som den använder sig av vid bedömingen utav en elevtext. Läraren, till skillnad från grammatikgranskaren, bedömmer en text på aspekter så som hur väl texten hör till en viss genre, dess struktur och ordvariation. Denna uppsats utforskar hur pass väl dessa aspekter går att anpassas till NLP (Natural Language Processing) och implementerar de som passar väl in i en regelbaserad lösning som heter Granska.
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Loui, James, Ashorena Mezdo, and Nikita Patel. "Pharmacy student perceptions on geriatric quality of life." The University of Arizona, 2012. http://hdl.handle.net/10150/623652.
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Class of 2012 Abstract<br>Specific Aims: To review overall quality of life (QOL) in active geriatric patients and to observe different attitudes toward aging in the student comparison groups. Subjects: Current students, regardless of academic year, attending the University of Arizona College of Pharmacy with a university email account.
Methods: Data was collected using an electronic questionnaire. A link to the questionnaire was sent out via email to all University of Arizona, College of Pharmacy students. Another email containing the link to the questionnaire was sent two weeks after the initial notification. The questionnaire consisted of 36 questions requesting students to express their perspective on the health status, mental status and physical abilities of the elderly.
Main Results: Geriatric patients tended to have a more positive view on their overall health when compared to students' perceptions of geriatric QOL (86.7% versus 35.7%, P <0.05). Students were also more likely to have the perception that geriatric patients had limitations in regular activities due to physical health and emotional problems when compared to the actual responses of older adults (72.6% versus 40.0%, P <0.05; and 60.0% versus 16.7%, P <0.05; respectively). There was a significant difference (P<0.05) between responses from students and geriatric patients to every question.
Conclusions: There appears to be a noteworthy difference between pharmacy student perceptions of geriatric QOL and actual older adult QOL responses that may warrant an educational intervention.
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Loui, James, Ashorena Mezdo, Nikita Patel, and Jeannie Lee. "Pharmacy Student Perceptions on Geriatric Quality of Life." The University of Arizona, 2012. http://hdl.handle.net/10150/614506.
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Class of 2012 Abstract<br>Specific Aims: To review overall quality of life (QOL) in active geriatric patients and to observe different attitudes toward aging in the student comparison groups. Subjects: Current students, regardless of academic year, attending the University of Arizona College of Pharmacy with a university email account.
Methods: Data was collected using an electronic questionnaire. A link to the questionnaire was sent out via email to all University of Arizona, College of Pharmacy students. Another email containing the link to the questionnaire was sent two weeks after the initial notification. The questionnaire consisted of 36 questions requesting students to express their perspective on the health status, mental status and physical abilities of the elderly.
Main Results: Geriatric patients tended to have a more positive view on their overall health when compared to students' perceptions of geriatric QOL (86.7% versus 35.7%, P <0.05). Students were also more likely to have the perception that geriatric patients had limitations in regular activities due to physical health and emotional problems when compared to the actual responses of older adults (72.6% versus 40.0%, P <0.05; and 60.0% versus 16.7%, P <0.05; respectively). There was a significant difference (P<0.05) between responses from students and geriatric patients to every question.
Conclusions: There appears to be a noteworthy difference between pharmacy student perceptions of geriatric QOL and actual older adult QOL responses that may warrant an educational intervention.
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James, Paul T. J. "Teaching quality : student perceptions and their implications for managing quality in higher education." Thesis, University of Lincoln, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342447.
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Li, Yuan. "Quality assurance in Chinese higher education : reflecting student learning?" Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/quality-assurance-in-chinese-higher-education-reflecting-student-learning(89ef6fc6-68de-4951-848d-eb3f08a00345).html.
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Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese government to address the potential quality decline and to realise a macro level control of quality over Chinese HEIs. This study is conducted against the background of the prevailing quality culture, and focuses on student learning rather than the widely adopted top-down scrutiny of teaching as the main component of QA schemes. The purpose of this study is to explore how student learning experiences can be integrated into the QA systems in Chinese HEIs for continuous quality improvement. A qualitative case study approach is adopted in this study. Document analysis, focus groups, and in-depth interviews are used to achieve a comprehensive qualitative inquiry into student learning experiences, HEIs’ QA practice, and the integration of student learning experiences into QA system. Through this study, we find that Chinese universities generally use regulations, teaching inspection/evaluation, and student feedback as the main approaches to manage their QA practice. There is great emphasis on the institutional management and teaching management, but little attention given to what students are actually doing. The analysis of the key issues in student learning experiences, the concept of quality learning, and the analysis of the objectives, control, areas, procedures and uses in the current Chinese QA systems suggest a discrepancy between student quality learning and what the current Chinese QA assures. The findings of this study imply that the current top-down QA has great limitations in addressing key issues in student learning and accordingly plays a limited role in generating educational quality. As the conclusion of this study, a learning-focused QA is proposed to offer insights into integrating student learning generically into the QA process for the purpose of the continuous improvement of HE quality.
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Harp, Amy. "Eighth Grade Science Teacher Quality Variables and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33159/.
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While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and the Environment, 39% of the variance for TAKS Structures and Properties of Matter, and 21% of the variance for TAKS Earth and Space Systems. Teacher experience accounted for 24% of the variance with TAKS Structures and Properties of Matter, and pedagogical credit hours explained 30% of the variance with TAKS Motion, Forces, and Energy. Science GPA explained 31% of the variance for the TAKS Earth and Space Systems objective. Policy makers should examine NCLB assumptions about teacher content knowledge as a significant indicator of teacher effectiveness via student achievement on standardized tests. While measuring content knowledge provides a simple, efficient, and cost effective form of accountability, the small effect size indicated other factors, including teaching practice, need investigation.
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Broschard, Dawn Marie. "Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1813.
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Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college.
Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students.
Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students.
This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning.
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Alubthne, Fawzia O. "Exploring the Quality Needs of Saudi Electronic University Students: A Learner Perspective." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1518699469954247.
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Chalkley, Simon Timothy. "Student-centred quality improvement systems in manufacturing engineering higher education." Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/5435.
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Recent changes within British higher education have led to a refocus as to the purpose of such education. This movement has been particularly noticeable in the engineering disciplines. These changes have involved a move towards a more 'transformational' objective, where the emphasis is on the development of the full range of learning abilities within a student coupled with an external, or 'real world', orientation. To develop such learning abilities requires specific educational approaches that are based on student-centred processes and the preparation for lifelong learning. This new purpose, and its inherent educational methods, has implications for the type of quality improvement systems adopted. Robust approaches developed in manufacturing industries have been identified, and the thesis argues that quality systems based on developments in these industries can be used in higher education to create a culture that engenders this positive learning approach. This involves a move away from passive, quantitative quality monitoring systems that focus on the 'product' of learning, and move towards more qualitative, active and dynamic department-wide quality improvement systems that focus on the developmental 'process'. Traditional methods of addressing quality in higher education departments can be seen to focus on rudimentary control mechanisms, where action is post-process and reactive, and where the feedback loop often not closed, i.e. preventative and corrective actions, when identified, are not initiated. Such approaches add very little to the purpose of higher education (i.e. developing the range of 'transformational' learning abilities), as there is an overemphasis on evaluation and not enough emphasis on enhancement, development and preparation for continuous learning. The main thesis, therefore, links learning theory to quality theory, via the concepts of development cycles, lifelong learning and continuous improvement. To ascertain the validity of the theses required a research methodology that was based on an in-depth longitudinal action/applied research case study. The research involved a three and a half year study of the quality improvement systems of a manufacturing engineering department of a British university. The research introduced and investigated a strategy that would result in a move from the 'post-process/passive' student involvement to 'in-process/ active'. The case study found that the thesis was valid, in that particular students and members of staff adopted the quality improvement system (i.e. a change in observable behaviour). The contribution to knowledge involves the examination of the interaction between departmental culture and systems, where a 'cultural shift' is necessary involving (i) a change in the role of the undergraduate student (i.e. from passive members in the process, to central participants in the creation and improvement of quality), and (ii) a change in the focus of quality (i.e. from checking that learning was taken place, to promoting and preparing students for lifelong learning).
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Poklar, Ashley E. "Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532.
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Kelso, Richard Scott. "Measuring undergraduate student perceptions of service quality in higher education." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002507.
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Heffner, Christopher L. "Does student perception of quality matter? A study of perceived academic quality and intention to persist." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590337.
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<p> Based on current research and seminal theories on learning, quality, and academic persistence, this study sought to establish the core components of academic quality in higher education and to determine if these components can be used to predict students' intention to persist. This study also looked at differences between traditionally aged college students and their non-traditional adult learner counterparts. Results were significant for all questions asked, suggesting that academic quality can be used as a predictor of students' intention to persist. Additionally, the study found that adult learners rated both the academic quality of their programs and their intention to persist significantly higher than traditional students. Recommendations for further study include research aimed at better understanding persistence estimation and the specific academic quality and persistence relationships that exist in individual programs.</p>
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Krause, Amanda. "Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40909.
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The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. Bronfrenbrenner’s (2006) bioecological model of development and Bowlby’s (1969) attachment theory have been used to understand both the negative effects of peer aggression and the positive potential of social contexts to prevent harms related to aggression among students. Literature shows that teacher-student relationships that are characterized by higher levels of closeness and support are linked to decreases in bullying behaviour and victimization, whereas increased conflict and less support in teacher-student relationships have been found to result in increased bullying perpetration and victimization among students. While the literature suggests trends regarding the association between teacher-student relationship quality and peer aggression prevalence, there remains limited understanding as to the size and direction of the effect. The present meta-analysis synthesizes a substantial body of research examining the association between teacher-student relationship quality and peer aggression in school. A systematic search was conducted using literature from PsycINFO, ERIC, Education Source, and ProQuest (theses and dissertations). Quantitative cross-sectional and longitudinal studies that measured the association between teacher-student relationship quality (i.e., in terms of closeness and conflict) and peer aggression (i.e., perpetration and victimization) were included in the analysis. Additionally, grade level, informant, and scale quality were included as moderators in the analysis to determine their effect on the relation between teacher-student relationship quality and peer aggression. This meta-analysis advances our understanding of the role of teacher-student relationship quality in peer interactions at school, and the results can inform bullying prevention programs by providing insight as to where to allocate resources and energy.
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Cardona, Laura A. "Conceptualizing Quality of College Life." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699982/.
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The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.
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Collins, Heather. "Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10309.
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Bibliography: leaves 168-175.<br>This study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. In the initial stages of the LPAS, their focus was on "the quality of learning", and it is this concern which underpinned my study. During this stage of the LPAS teachers were not comfortable with having lessons observed or taped, although they were happy for researchers to interview them and have access to students' writing.
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Sickler, Stephanie L. "Undergraduate Student Perceptions of Service Quality as a Predictor of Student Retention in the First Two Years." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1382361091.
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Sun, Yue. "A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/82721.
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This study examined the relationships between math engagement, teacher quality, school factors, and math achievement in middle school students. This study used the Trends in International Mathematics and Science Study (TIMSS) data from the 2007 wave. The data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and hierarchical linear modeling (HLM). The results EFA and CFA showed that students’ engagement in math classrooms consists of three dimensions: behavior, cognition, and emotion. The results provided evidence in supporting the multidimensional theory of student engagement, and provided a well-developed instrument that could measure students’ math engagement. The findings of HLM analysis indicated that students’ emotional engagement had a positive association with math achievement. In addition, teacher content knowledge displayed a positive effect on achievement, and teacher subject knowledge preparation and students’ emotional engagement showed an interactional effect on achievement. What’s more, school SES was a significant factor that influences math achievement. The findings suggested that students’ math achievement was not only related to students’ engagement, but also varied across class and school level factors. The study had both theoretical and practical significance, providing valuable insights for math education and math learning.<br>Ph. D.
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Taylor, Victoria Hyrka. "Student assessment of writing quality as a predictor of writing proficiency." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185192.
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As a writing placement measure, holistic scoring represents a breakthrough for compositionists and a welcome alternative to more traditional assessments--particularly standardized tests. However, reliability scores from direct measures are inconsistent; and, except for face validity, other types of validity have not been conclusively established. Furthermore, although writing instructions and writing assessment are inextricably related, testing and placing students in composition courses is still chiefly entrusted to administrators and test specialists. As such, the dual tasks are diverted from what should be the instructors' domain, constituting a threat to the empowerment of teachers as competent professionals. The Projective English Placement Instrument (PEPI) was created as part of the effort toward developing assessment tools that are cost-effective, reliable, valid, and that reflect classroom instruction. The PEPI is a 30-item, peer review instrument with a modified holistic/analytic scale which involves the students in identifying and evaluating characteristics that comprise writing quality. A total of 151 entering Freshman English students participated in this study to evaluate the effectiveness of the PEPI. Results indicate that the PEPI is a reliable, valid, accurate, and cost-effective measure of writing proficiency and placement. As a viable option to more conventional but less pedagogically sound methods of testing, such results invite inquiry and application for administrators, instructors, and researchers alike.
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Monsegue-Bailey, Pauline. "Instructional Quality and Middle School Student Engagement, Achievement, Attendance, and Gender." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5906.
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Gaps in middle school students' outcomes such as engagement, achievement, and attendance have been linked to instruction. In addition, the effect of instructional quality might not be the same for male and female students. The purpose of this quantitative study was to measure the relationship between instructional quality, student engagement, achievement, and attendance, with gender as a moderator in middle school. The ecological systems model and Vygotsky's social development theory formed the theoretical framework for this study, as they help understand how the environment, including instructional support, is likely to correlate with student behavior and motivation toward learning. The CLASS Observation Tool and Tripod survey were used to measure instructional quality and engagement for students (N = 160) in 11 middle school math classes from a large southern state. Achievement and attendance data were gathered from teachers and administrators. Two-way MANOVA was used for the independent grouping variable for the classroom score. Two-way ANOVA was conducted to examine 2 main effects of the independent variables of CLASS and Tripod. Multiple regression was used for gender as the moderating variable. Gender did not moderate the association between instructional quality and the 3 outcome variables. Additional research is needed to improve the understanding of instructional quality and the connection between the 3 outcome variables. Implications for positive social change include informing public policy of study results to improve instruction, engagement, achievement and attendance.
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Morrish, Douglas Glenn. "Relationships of important elements of the student teaching experience and methods of student teaching placement to the quality of experience of student teachers." Texas A&M University, 2003. http://hdl.handle.net/1969/476.
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Scott, Elizabeth A. "Student involvement in the quality assurance processes in HE in FE : perceptions of students, teachers and managers." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10057309/.
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In Higher Education (HE) in England, much attention is paid to the importance of obtaining student feedback through quality assurance processes. However, the vast majority of that written on this subject deals with students in the main university sector and either ignores those enrolled on HE programmes in a Further Education college (HE in FE) or allows them to be subsumed into the mass of statistics. In particular there has been a lack of research into what these students themselves say about their experience of quality assurance processes. This study took a qualitative case study approach to finding out how students in English HE in FE perceive their involvement in the quality assurance processes, and how teachers and managers perceive student involvement. Five focus groups involving a total of 22 students, and individual interviews with six managers, eight teachers and one member of support staff were implemented, with key themes identified through thematic analysis. All parties showed a conviction that students should be involved and have an important role to play; however none of these groups was satisfied that the current systems were delivering what they promised. A number of different perceptions and tensions were uncovered both within and among these groups, showing that involving students in the quality assurance processes is more complex than it would first appear, as each group made assumptions about the motivation of the other, leading to well-intentioned words and actions sometimes having unintended consequences. The findings of the study shed light on the complexities of involving students in quality assurance, and show that the context of HE in FE influences the nature of the issues that arise. Recommendations are given with the aim of developing a more coherent approach to quality assurance in HE in FE, that incorporates meaningful student engagement.
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Castillo, Castro Catalina. "Teacher practices in primary schools with high value-added scores and engaging lessons in disadvantaged communities in rural Mexico." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275368.
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This mixed methods research uses econometric analysis and thematic analysis to identify the practices of teachers, in a selected sample of disadvantaged schools in Mexico with high value-added scores and engaging lessons. In the first chapter, a review of the literature is conducted to explore the definition of student engagement, determine the factors that facilitate it, and examine its relevance for achievement. As a result of the review, student engagement was defined in the research as a metaconstruct with cognitive, behavioural and emotional components. The review revealed that student engagement is influenced by home and personal factors, school factors, and classroom factors. Among the latter, the literature provides evidence that teachers’ practices play a major role in promoting student engagement, and teachers act as mediators between student engagement and achievement. The second chapter examines the design and methodology of the research. The final four chapters investigate whether the schools in the sample fit the theoretical proposition of the research, that there are marginal primary schools in Mexico, where students outperform their peers on the national standardized test, due to the teachers’ ability to engage students; and investigate what those practices in the selected schools are. Results from a random effects model, which used data from 315 6th-grade students in 18 schools, revealed a positive and significant correlation between student engagement and teacher practices, clarity, academic press, academic personalism, trust, and rigour; and the variables parental support and teacher qualification. Results from a multiple case study conducted in two of the 18 schools, and where students reported relative high levels of student engagement, corroborated the importance of the practices, academic personalism, trust, academic press, and parental involvement. In addition, school leadership, discipline, and the students’ exposure to fun and creative lessons delivered by an enthusiastic teacher, were also found to be promoters of student engagement. The difficult socioeconomic background of the students and lack of incentives for the teachers, were found to be challenges to student engagement.
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Phuthi, Nduduzo. "Enhancing quality academic practice through integrated industry-based learning." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24125.
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Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces.<br>Thesis (PhD)--University of Pretoria, 2012.<br>Science, Mathematics and Technology Education<br>unrestricted
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Loy, Kevin John. "Effective teacher communication skills and teacher quality." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141847591.
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Keblawi, Amal, Isak Johansson, and Dennis Svensson. "Student satisfaction in a higher education context." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11165.
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Purpose - The purpose of this study is to find out to what extent the business administration students of Kristianstad University feel satisfaction in regard to service quality. Also, we want to find out if the impact of positive news about the university affects the students’ level of satisfaction. Approach/methodology - In order to be able to answer these questions, a quantitative research was conducted. Additionally, we used a 7-point Likert scale to measure the students’ opinions. Findings - The study found that the students were satisfied with the university, despite a negative service quality-gap. Furthermore, service quality only affected customer satisfaction to a small degree. Also, we found a positive relation between the impact of positive news and the level of satisfaction amongst the students. Research limitations/implications - The University may look at this paper’s findings and use them to realize its strengths and weaknesses. Future research may be conducted to find out if other factors have greater impact on customer satisfaction than service quality does. Originality – This study is unique in the sense that it investigates the service quality-gap in a higher education context. Also, the study brings new knowledge of the impact of positive news on customer satisfaction. Social implications - Hopefully, the impact of this study will increase the public’s insight of Kristianstad University. A study similar to this one is useful to any organization in the world, in order to establish the level of satisfaction from time to time.
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Janzen, Kathy. "Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1769.
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Research on variables that are related to student academic proficiency has intensified due to the increased emphasis on high achievement for all students. The purpose of this correlational study was to explore the relative strength of the relationship between the school's learning environment and student achievement, and a literacy benchmark assessment and student achievement. Schools in the state of Utah that administered the Indicators of School Quality (ISQ) survey during the 2010-2011 school year and the Dynamic Indicators of Early Literacy Skills (DIBELS) assessments during the same school year were included in the study. The study examined a combination of measures to determine the extent to which an assessment of literacy skills and stakeholder reports regarding the school's learning environment predicted student learning. Results from the ISQ descriptive study showed that students' perceptions of the school climate were more favorable in all domains (parent support, teacher excellence, student commitment, school leadership, instructional quality, resource management domain, and school safety) than the perceptions of parents and teachers. ISQ scores were correlated with the DIBELS results to determine the predictive power of the ISQ and the DIBELS for the Utah Criterion-referenced Test (CRT), the end-of-level, summative assessment used to determine progress toward Adequate Yearly Progress (AYP). The relationship between literacy skills and academic achievement was statistically significant at the p > .05 level. However, the strongest relationship was between the conditions for learning, a component of the school's learning environment, and academic achievement. This relationship was statistically significant and robust, remaining strong even when the influence of social and economic risk and literacy skills were statistically controlled. These findings suggest the importance of considering the school's learning environment, and possibly other factors, in the instruction and school improvement process.
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Kayes, Dorcas Tamara. "Associations between parents' and students' perceptions of the quality of teacher-student interactions in a New Zealand primary school." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/696.
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This thesis describes effective teaching and the associations between parental and student perception of teacher-student interactions in a New Zealand primary school. The Questionnaire on Teacher Interaction (QTI) has been used to identify the student perception of the teacher and a Parent Perception questionnaire (PPQ) has been used to gain the perceptions of the parents toward the teacher. This study is significant for a number of reasons. It is a first where the Questionnaire on Teacher Interaction (QTI) has been used in a New Zealand primary school to identify the interpersonal interactions of the classroom teacher. It will identify the students’ perception of the interpersonal behaviour of their teachers. This will assist teachers in becoming more effective in teaching and learning. It will enable teachers to identify possible professional development opportunities through interventions to assist them in becoming more effective teachers and students more effective learners. It will also allow teachers to see themselves through the eyes of their students and it will provide honest feedback for the teacher on which to reflect. Also, it will provide the current parents’ perceptions on the effectiveness of teachers and debate the impact this has had on parental perception of the school environment.
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Harbisher, Anne. "Student engagement and value co-creation : a model of university and student impacts on the quality of educational outcomes." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619766/.
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Student engagement is a phrase that is now common in the vocabulary of academics and higher education managers but there is little clarity about what it actually means and how this can be encouraged and harnessed. The theories around student engagement have emerged from the educational discipline and have been quite isolationist. This study integrates these theories with those of value co-creation to give a different and additional perspective that has a valuable contribution to theory and practice. The study uses the UK Engagement Survey from the Higher Education Academy as a basis for developing a model of student engagement. Undergraduate students at a university were surveyed using the amended UKES instrument and a sample size of 891 was obtained. The survey instrument included qualitative open comments that were analysed alongside the quantitative data. SPSS was used to generate descriptive and comparative statistics and exploratory factor analysis, which was further, developed using AMOS into confirmatory factor analysis to specify a model of student engagement. The additional items used from the value co-creation literature significantly enhanced the final model outcomes. The study has made important contributions to the areas of method, in its use of the amended survey incorporating qualitative aspects, of theory in the integration of theories from different academic disciplines and of practice, in the development of a useable model that had implications for use in universities.
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Myers, Michael Bernard. "Perceptions of relationships between school-based management, program quality and student achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23042.pdf.
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Elassy, Noha. "Student involvement in the quality assurance process in the higher education institutions." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=182287.
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This study aimed to suggest a model of the activities that Higher Education (HE) students undertake when they involve themselves in the Quality Assurance Process (QAP) in their institutions. Also, it aimed to identify the factors that may influence the extent and the quality of student involvement. The data was collected from a case study university in order to test the theoretical proposed model of student involvement in the institutional QAP. A mixed methods approach was used to answer the research questions. The quantitative data was collected by using the web-based questionnaires with 535 students and 67 staff. The qualitative data was collected by interviewing 11 students and 9 staff, and focus groups with 18 class representatives. The findings showed that the proposed model is confirmed and the students could participate in the QAP in their institution by carrying out three salient activities, these were: involvement in responding to QA questionnaires; involvement in QArelated committees at School, College and University levels; and involvement in direct QAP procedures. Moreover, ten factors were revealed that could impact on student involvement in the institutional QAP. The most significant ones were: communication between different groups (students and their student representatives; class representatives and the Students’ Association (SA); the SA and students; the HE institution and students; and between the SA and the HE institution), student awareness, student disinterest in involvement, and the training of student representatives. The findings affirmed the importance of student involvement in the institutional QAP and this practice should be given considerable attention in order to increase the extent and the quality of student involvement.
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Uwagie-Ero, Francis V. "Connections between student perceptions of quality in online distance education and retention." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2501.
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This study investigated the perceptions of quality held by undergraduate students enrolled in an online degree program, and examined the connections between these perceptions and retention in an online learning environment. Three main research questions guided this study: (1) What are the characteristics of quality that are desirable for academic success in online distance education? (2) How well does the university manage selection and retention of students and control dropout rates in online learning environment? and; (3) How well does the university foster learning based on information about (a) student engagement, (b) the time and effort students devote to educationally sound activities (within and outside the classroom), (c) policies and practices the institution uses to induce students to take part in those activities, and (d) policies and practices at their institution, even if unintended, that hinder students' full participation? What are the connections between student perception of quality and retention in an online learning environment? A group of students at a medium-sized state university in central California composed of sophomores, juniors and seniors enrolled in a psychology course participated in interviews. The study employed a qualitative method to collect opinions and data from students who chose to learn in an online environment, examined students' experiences, determined those efforts that promote or hinder learning and higher student retention as perceived by the students, and presented from three main domains; (a) administration, (b) faculty, and (c) students. The findings of the study indicate that some of the characteristics of quality perceived by students as desirable include individual discipline and instructors that are more understanding and encourage students to learn. Administrative and technical support was also rated high on the list. Overall, students desired programs that were convenient and provided sufficient flexibility to accommodate other of life's challenges. The study confirmed expert opinions that when a student has positive personal experiences, possesses positive individual motivation, in an environment with positive attrition factors, it is predictable that the student could attain completion of course or program. The connections between the student's perception of quality and retention then are those personal experiences, individual motivation and positive attrition factors within the distance education learning culture. The quality of these connection variables determines a student's commitment to complete online education and commitment to the university.
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Radina, Rachel. "Creating a Quality Youth Mentoring Relationship: The Perspectives of College Student Mentors." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280247731.
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Palmer, Gerald Ray. "Improving the quality of relationship between seminary student pastors and their churches." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p054-0277.
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Shahjamal, Mirja Mohammad. "Student politics and quality of education : an exploratory study on Dhaka University /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/60229/Thesis_final_Mirja.pdf.
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De, Burgh-Woodman Helene Cecilia. "A reflective case study on student perceptions of course quality and value." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11670.
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This thesis focuses on student perceptions of course value. Using a case study as the basis for a critically reflective interrogation, this research focuses on the issue of how key course elements such as design, assessment practices and differentiation of content impact on student experience thus enabling students to make a determination on the overall value of the course. The initial research question to be answered in this study is how can shifts in course design affect student perceptions of value? The method for this study is framed as a critical reflective case study. It draws from an autobiographical teaching experience. The method used to interrogate this experience is an adaption of Brookfield’s multiple source method, which enables the examination of the case study from multiple perspectives. The objective of the case study is to draw out the implications for understandings of student perceptions of value.
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Thomas, Rita M. "Student Perceptions of Quality in Fully Online Courses| A Mixed Methods Study." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10598972.
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<p> Online learning has become a significant component of the long-term strategy for leading universities into the future. The rapid growth of online learning forces the need for academic accountability. The purpose of this sequential mixed methods study was to examine factors affecting student perceptions of online course quality using benchmarks in the design principles of Teaching/Learning, Course Structure, and Student Support in online courses. Furthermore, the study aimed to discover whether the interaction of a social presence was perceived as important to the quality of the student’s online learning experience. The elements of benchmark categories, social presence, and student perceptions provide a great perspective of the educational experiences in fully online courses. Two hundred forty-five students were surveyed and eleven students participated in follow-up interviews. Results indicated that interaction between students and the instructor was a key element in their perceptions of a quality learning experience. Teaching presence was identified as very important to the quality of online courses. Benchmark standards measured in this study are important components to the design of online courses. These measurements act as an indicator to administrators, faculty, and instructional designers about the importance of designing courses that include the benchmark standards, especially instructor interactions as well as student-to-student interactions and social presence.</p><p>
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Westbrook, Ralph L. "Student Perceptions of Environmental Quality While Attending Accelerated Medical Technology College Courses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6292.
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Regional weather patterns in the southwestern United States frequently test the engineering involved in indoor air handling equipment in college facilities. Although an adequate indoor thermal environment has been found to affect student learning, little is known about students' perceptions of classroom heating and ventilation and impacts on learning. The purpose of this phenomenological study was to explore how students in accelerated medical technology courses perceived the environmental quality in their classrooms and discern whether these conditions affected overall gains in knowledge, persistence, and retention in their learning. Fourteen participants from 2 local community colleges were interviewed using purposeful sampling. Guided by Nicol and Humphrey's adaptive heat model along with the theories of Maslow, Bandura, and Bronfenbrenner, the research questions centered on how students perceived the classroom environmental quality and its effects on their learning and well-being. Thematic analysis was used to reveal concerns about the operational state of the heating, ventilation, and air conditioning systems, their effect on classroom environmental quality and the student's ability to attend class. Interview responses indicated that positive indoor environmental conditions are essential to students' learning. Project study results led to the development of a white paper for collaborative use at each development forum. Positive implications for social change include increasing staff members' knowledge about improving and maintaining adequate indoor environmental quality to support overall student achievement.
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Burris, Robert. "AN ANALYSIS OF ACCREDITATION PROCESSES, QUALITY CONTROL CRITERIA, HISTORICAL EVENTS, AND STUDENT PERFORMANCE." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2495.
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The purpose of this study was to determine to what extent student performance has been influenced by historical events, legislative mandates, and accreditation processes. This study consists of comparing the Southern Association of Colleges and Schools accreditation processes with those of the Association of Christian Schools International. In completing this qualitative study, the following procedures were implemented: Related research was used to provide a background of the role that historical events, legislation, and accreditation processes have on student performance; data were collected to establish time line shifts in an historical perspective. The data collected included assessment, accountability, high school drop out rates, high school graduation rates, academic readiness for higher education, standardized testing, grade inflation, acceleration of dual enrollment and advanced placement courses, and national SAT and ACT averages. Data were also collected from historical record of accreditation processes, which included standards, teacher certification requirements, committee responsibilities, visiting team responsibilities, and self-study materials. As a result of content analysis, the researcher decided to focus on three key areas that were integral to the study. The three categories identified in the review of literature were used to analyze the content of these events and processes. The categories were: (a) Student Performance, (b) Historical Events, and (c) SACS and ACSI Accreditation Processes. The following results were obtained from this research. Findings indicated that a criterion-based accreditation process potentially results in more consistent student performance outcomes than an open-ended process.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD
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Senn, William Donald. "An Empirical Study of Quality and Satisfaction with a Focus on Creating a Parsimonious Measurement Instrument in an Information Space." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699914/.
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Student satisfaction and service quality are interrelated constructs that are associated with improving student retention. This research investigated the relationships between these constructs in the context of an institution of higher education as an information system and sought to reduce the dimensionality of what have traditionally been considered orthogonal factors of these constructs in order to produce a parsimonious model and survey instrument that may be useful in assessing and predicting overall student satisfaction and overall service quality. The methods of analysis used in this study are quantitative in nature and included the use of descriptive univariate, bivariate, and multivariate analyses; exploratory factor analysis to examine latent dimensions within the data; and multiple linear regressions to measure the predictive efficacy of combinations of variables with respect to overall student satisfaction and overall service quality. It was hypothesized that the statistical treatment of the data would show that some dimensions routinely collapse, leading to possible valuable theoretical implications.
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Groen, Jovan. "Perceptions of Transformation and Quality in Higher Education: A Case Study of PhD Student Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40130.
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Stemming from increased levels of participation and diversity of the student base (Biggs & Tang, 2011) and growing scrutiny on the quality of university degrees (Crowley, 2013; Marr, 2013), governments have begun putting in place mechanisms to monitor and support quality in higher education. Over the last few decades, a notion of quality that has gained traction in the scholarly community is that of quality in terms of enhancement and transformation (Cheng, 2017; Houston, 2008; Williams, 2016). Guided by the discourses of Transformative Learning Theory (Mezirow, 2000) and transformative conceptions of quality in higher education (Harvey & Green, 1993), this study examined graduate student learning experiences and perceptions of quality. Of further interest was the extent to which these learners were living the intended transformation that academic programs are seeking to foster.
Using a multiple case-study design, Seidman’s (2013) three-stage interview protocol served as primary source of data from a sample of six PhD candidates across three faculties. Secondary data sources included collected documents, a reflexivity journal and field notes. A within-case analysis was performed for each case and compared via a cross-case analysis. Institutional characterizations of quality were examined across 25 artifacts via a document analysis.
The four principal factors that characterized the PhD candidate learning experience emerged as the significance of intentional individualized guidance, becoming an independent scholar, the importance of social interactions and community, and the transformative nature of learning. Gaps were identified between institutional intent and the learner experience. However, complementarity between discourses of transformation appeared to offer bridges between the macro-level institutional orientation toward fostering student transformation and the micro-level transformative learning experiences lived by students. The dissertation makes conceptual, methodological and empirical contributions to the domains of postsecondary quality and transformative learning. Implications for policy related to quality assurance as well as practice in program development and doctoral supervision are equally shared.
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Douglas, Jacqueline. "Student satisfaction and dissatisfaction : a study in the higher education context." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4565/.
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This application for PhD by publication is the culmination of a series of investigations concerning the development of a conceptual model of student satisfaction with their higher education (HE) experience. The five core papers that sequentially contributed to knowledge are presented within this application, together with their supporting papers. In particular, the investigations focussed on what were the main determinants of student satisfaction utilising critical incident technique (CIT). New determinants of quality within higher education were identified as a result, namely motivation, praise/reward, social inclusion, usefulness, value for money and fellow student behaviour. The resultant research papers have made an original contribution to knowledge in the area of quality in HE. The rationale for using CIT to gather and analyse data was to investigate its effectiveness in triangulating with existing methods used in HE to measure student satisfaction. The CIT research was triggered by previous research that had developed and tested a student satisfaction questionnaire. CIT is used to gather data that is defined as ‘rich’. It is ideal when researching new areas. The questionnaire was based on the work of Sasser et al (1978) who proposed that service delivery consisted of a ‘bundle’ of goods and services, which incorporated distinct elements (the facilitating goods, the sensual service and the psychological service). The CIT survey instrument subsequently adopted, built upon the seminal work by Flanagan (1954) who developed it to assess the psychological impact (on pilots) when learning to fly. Both survey instruments were used to identify the determinants of quality in higher education from a student’s point of view and ultimately what was considered “critically critical” (Edvardsson & Nilsson-Wittel, 2004). An evaluation of teaching quality was carried out as part of this series during the mid-2000 era, and a comparison made of some of the existing measurement methods used at the time, such as student feedback questionnaires and peer review practices. A review of the potential use of mystery students in higher education was also carried out. This particular study highlighted the lack of confidence (by teaching personnel) in the existing methods for evaluating teaching quality as well as some mistrust of the concept of using mystery students in a classroom setting. A multi-method approach was chosen for this series of studies, because of the merits in using both quantitative and qualitative studies to generate data. Using such an approach provided a sequential method of analysing and presenting the data for this cross-sectional study. The initial student satisfaction questionnaire was a quantitative instrument and gathered data on importance and satisfaction ratings (using a five-point Likert scale) which were further analysed used quadrant analysis. The CIT survey was largely qualitative in nature and gathered written narratives from students about their positive and negative experiences; the resulting data used interpretive thematic analysis to identify key themes and any resulting patterns that could be coded quantitatively for input into the statistical software package SPSS. Each piece of research was underpinned by the existing literature at the time; this has inevitably progressed since then. CIT has been widely used in the service sector and additional determinants of quality within higher education have been identified within the current literature. A number of papers presented with this application have generated academic discussion in the field and these are evidenced by the number of citations for the applicant’s work. Moreover, the applicant’s additional supplementary papers also appended for background information have also been cited within the academic literature. The findings can be applied to teaching practice and within policy documents that support front-line teaching (and other) personnel in higher education.
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McLean, Paul Douglas. "A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26762.
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The No Child Left Behind legislation has served to make educators throughout the country more aware of the need to increase student academic performance on an annual basis. As part of the effort to report on satisfactory performance, the Virginia Department of Education evaluates school organizations based upon the annual student percent pass rate on the Standards of Learning assessment. This evaluation may result in schools being categorized as either low or high performing. The major difference between the two categories is obviously student academic performance, but there may be other differences in the school organizations that would also account for the categorization of schools. This leads to the possibility of other variables that may play a part in the difference between low and high performing schools. Five possible variables that may have such an influence would be the condition of the school building, teacher quality, school enrollment, student attendance and participation in the free and reduced-priced lunch program. These were the five variables that were investigated in this study which sought to ascertain if there is a difference in the teacher quality measure when the school is rated as either high or low performing. If a difference exists, the data may indicate that the quality of the teacher influences the rating of the school. Likewise, data regarding the condition of the building, school enrollment and student attendance rates and participation in the free and reduced-price lunch program may indicate an influence that these variables may have upon the rating of the school performance. All of this could be of importance to local school authorities in making decisions relative to improving student learning.
This study found there to be no significant difference between the building conditions, teacher quality, and school enrollment in the high and low performing schools; however, a significant difference did exist between the student attendance rates and in the population of students participating in the free and reduced-price lunch program in the high and low performing schools.<br>Ph. D.
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Knoester, C. "Validating Students’ and Teachers’ Evaluations of Educational Quality in Secondary School, Aligned with Student Growth and Australian Teaching Standards." Phd thesis, Australian Catholic University, 2024. https://acuresearchbank.acu.edu.au/download/412a13bc7fc7ba33f4c0f3214d095aa65c244f3d05d95ad96650e07a8af98675/1858309/Knoester_2024_Validating_students_and_teachers_evaluations_of.pdf.
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This thesis aimed to evaluate the robustness and validity of the newly developed Student Evaluation of Educational Quality School (SEEQ-S) questionnaire for secondary schools. The SEEQ-S, based on the tertiary SEEQ and expanded in a pilot study (Marsh, Dicke, & Pfeiffer, 2019), is a fifteen-dimensional survey comprehensively covering teaching effectiveness. Paired surveys were used to collect both student ratings and teacher self-ratings of teaching effectiveness with the respective SEEQ-S and Teacher Evaluation of Educational Quality – School (TEEQ-S) questionnaires. The first study confirmed the a priori fifteen-factor structure for both student and teacher participant groups. The second study examined the student-teacher agreement for overall teaching effectiveness and all fifteen SEEQ-S factors, supporting convergent and discriminant validity using multitrait-multimethod analyses. Applying the Campbell-Fiske guidelines for the multitrait-multimethod (MTMM) paradigm, I found support for both convergent validity and discriminant validity. The third study examined the external validity of the SEEQ-S questionnaire by comparing the ratings with student growth and the standards for professional teaching (AITSL) questionnaires. Results established strong reliability (alpha’s and ICC’s), revealed support for solid levels of convergent and discriminant validity, high levels of student-teacher agreement, and good external validity with student growth and professional standards for teaching. Based on the strong levels of convergent validity and student-teacher agreement, my findings suggest that teacher self-evaluations are an important basis for validating student ratings. In conclusion, the comprehensiveness of the combined SEEQ-S/TEEQ-S approach makes the SEEQ-S questionnaire an excellent and robust tool for evaluating teaching effectiveness.