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Day, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.
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The lived experiences of Australian Young Adult Carers (YACs) are underresearched, particularly in relation to the educational implications of caregiving on their university experiences. As a consequence of this gap, student-YACs remain largely unrecognised and unsupported in both carer recognition and student equity support policy and practice. In response to these problems—together with my own experiences as a YAC while attending university—the aim of this research was to explore the educational
experiences and support needs of university student-YACs, from their perspective as well as those of wider stakeholders, including carer associations and universities.
To achieve this research aim, I designed the YACU-Student Experience Framework (YACU-SEF). The YACU-SEF, informed by my analysis and subsequent synthesis of pertinent theoretical notions and structures, provides a holistic conceptualisation of YACs’ university student experiences. Comprising two parts, a base model and an outer structure, the YACU-SEF draws upon three individual student
development frameworks and two social theories to provide a conceptual, operational and analytical framework that can be used to investigate student-young adult caregiving.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
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Thesis advisor: Lauri JohnsonLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.
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Pinkney, Christopher, and Christopher Pinkney. "The Student-Guided Supports Curriculum." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12548.
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This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed.
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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.
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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education.
BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances.
Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the countrys culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials.
To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Symonds, Ria. "Evaluating student engagement with mathematics support." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/14435.
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This thesis reports the findings of quantitative and qualitative research to evaluate the effectiveness of mathematics support and to examine the issue of student engagement in relation to its effectiveness. Usage data regarding Loughborough University's Mathematics Learning Support Centre was analysed to understand which students make use of the support and the extent of that usage. It was found that the majority of students who need mathematics support were not accessing the resources. Rich contextual data were gathered by interviews and focus groups, which indicated that a number of barriers had prevented students from initially using the support. However, whilst some students overcame these barriers to become regular users of the support, other students (who were 'at risk' of failing the mathematical component of their courses) did not. Students who were 'at risk' and had not accessed the support lacked the motivation to engage with mathematics and the available support. This thesis also evaluated the effectiveness of a proactive support initiative involving small group teaching. Despite encouraging students to engage with mathematics support, since they did not have to take the initiative themselves, it was revealed that a lack of student engagement had had a profound effect on the success of this support. Qualitative data was analysed to provide an insight as to why students had failed to engage with the initiative. Constructs of students' attitudes towards mathematics and their learning approaches were investigated. In particular, it was found that students who engage with mathematics support are generally well-motivated and cognitively engaged. These students held generally positive attitudes towards mathematics and deployed metacognitive learning strategies by regularly monitoring and directing their learning in order to achieve their high educational aims. This study ... has implications both for research and practice. From a practical perspective, it appears that mathematics support has moved from one of remedial support to one of enhancement. It is recommended that action should be taken to provide extrinsic motivation to encourage engagement with the support. However, from a research perspective, a more rigorous investigation of the students' attitudes and learning approaches and how these constructs relate to their levels of engagement with mathematics support would be useful. Further information in this area could be used to provide further quantification of the efficacy of mathematics support.
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Nelson, Robert E. 1945. "Homecourt: A Nondirective Student Support Group." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279264/.
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Fryer, Lizelle. "Student support officers' perceptions of student support provision in Technical and Vocational Education and Training (TVET) colleges." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95992.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector.
AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.
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Goans, Christian R. R. "Racial/Ethnic Differences in Social Support." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799548/.
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Despite a substantially greater risk factor profile, Hispanics in the United States (US) consistently demonstrate better health outcomes compared to their non-Hispanic White counterparts, an epidemiologic phenomenon termed the Hispanic Mortality Paradox. Emerging hypotheses suggest cultural values regarding relational interconnectedness and social support may help to explain these surprising health outcomes. The present study sought to inform these hypotheses via two aims: the first was to examine racial/ethnic differences in perceived social support, and the second was to examine the relationship between acculturation and perceived social support among Hispanic college students. Non-Hispanic White, non-Hispanic Black, and Hispanic college students (N = 330) completed an online survey for course credit. Contrary to expectations, no racial/ethnic differences in perceived social support were observed, nor was an association between acculturation and perceived social support evident among the sampled Hispanic students. The limited sample size, homogeneity in social support levels across groups, and the restricted range of age and acculturation may have obscured relationships that may exist outside the college environment. Future work should consider a more heterogeneous sampling strategy to better assess these associations.
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Munguia, Marina. "The Impact of Parental Support on Social Work Students' Well-Being." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/843.
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The purpose of this study was to determine the effects of parental support on social work students’ well-being. This study assessed social work students’ perspectives on perceived social support, financial support and the relationship between student stress levels and depression levels. The data was collected using quantitative surveys and was analyzed using Statistical Package for the Social Science (SPSS). A total of 64 students participated in the study.
Results concluded that there was no relationship between parental financial support, parental social support, depression levels, and stress levels were not statistically significant. The study also revealed that parents did not contribute financially to social work students. It was also found that friends played a bigger role in social work students life compared to family. The study recommends increases educational materials on stress and depressive symptoms, training, support from staff, and a one-time mandatory mental health counseling session.
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Rattananuntapat, Malinee. "Student financial support in Thai higher education." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3376.
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Mestrado em Ensino SuperiorEste estudo procura analisar as percepções dos administradores de acção social em relação às políticas de apoio financeiro aos alunos, nomeadamente: “Government Scholarship Schemes, Student Loan Fund Schema (SLF) e Income Contingent Loan Scheme (ICL)”. Estes sistemas são providenciados aos alunos de formação inicial através das instituições de ensino superior. Foi elaborado e administrado um questionário a todos os administradores cujos dados foram submetidos a análise quantitativa e qualitativa. Dos 141 questionários distribuídos 73 foram devolvidos o que representa uma taxa de resposta de 52%. Os dados revelam a existência de um forte consenso nos administradores relativamente aos assuntos em análise. Em geral, os administradores reconhecem a importância das políticas e os seus efeitos na sociedade, no sistema e nas instituições. A análise revela a existência de percepções positivas em relação aos resultados das políticas e desejos para melhorar a concepção administrativa. Os sistemas de apoio aos alunos foram percepcionados como possuindo papéis e características distintas. Entre estes, o SLF é percepcionado como o mais adequado para o sistema de ensino superior Tailandês, enquanto o ICL corresponde ao que tem níveis menos satisfatórios para estes administradores. As percepções dos administradores foram reveladas tanto com base em questões fechadas como abertas tratadas com base em análise quantitativa e qualitativa. ABSTRACT: This study explores the perceptions of student affair administrators concerning the role of three student financial support policies consisting of: Government Scholarship schemes, Student Loan Fund scheme (SLF), and Income Contingent Loan scheme (ICL) which Thai government provided for undergraduate students and their implementation in the higher education institutions. A survey instrument was developed and administered for quantitative and qualitative analysis. 73 of the possible 141 surveys distributed were returned for an overall response rate of 52%. The findings in this study revealed that a general consensus exists among the student affair administrators. In general, the administrators realized the importance of the policies and their effect on the society, the higher education system and its institutions. The analyses showed positive perceptions on the outcomes of the policies and desired for improvement on the policies administration. Each student support policy had its own distinctive roles and characteristics. Among these, the SLF was chosen to be the most suitable policy for the Thai higher education system. While most administrators revealed that they were not quite satisfied with the ICL policy. Their similar perceptions were shown in both numerical responses (rating) and findings from open questions.
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Kerr, Sharon. "White Questions—Black Answers: Effective Inclusion of Indigenous Students with a Disability into Higher Education in Australia." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27386.
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Australian higher education has its roots deep in the soil of colonisation and European imperialism. Therefore, it has developed as a system that is exclusive rather than inclusive of social and cultural diversity. The poor levels of higher education participation and outcomes for Indigenous students and students with a disability indicate the need to examine current practices and their impact on Indigenous people with a disability. This study aimed to explore how the higher education sector can mitigate barriers faced by Indigenous students with a disability and scaffold their successful engagement with and outcomes in higher education.
Founded on Indigenous Standpoint Theory, as presented by Gilroy (2009a), the methodology of this research foregrounds the central role of Indigenous people with lived experience of disability—in the study design, its implementation and in the validation of the results. This research applied a mixed methods convergent parallel design. As described by Creswell and Plano Clark (2011), the study involved collecting and analysing two distinct datasets. The Quantitative Track comprised an audit of Australian university websites and a review of Disability Action Plans to ascertain the nature of service delivery. The Qualitative Track comprised listening to the stories and truthtelling of five Indigenous people with a disability who had undertaken higher education in Australia. Following the collection and analysis of the unique datasets, a process of comparison and identifying relationships between the two Tracks was undertaken.
The study revealed the following six key findings:
1. Systemic barriers for Indigenous students with a disability were created by variable and bureaucratic institutional processes. Examples include the widespread requirement for medical diagnosis of a disability before the provision of assistance and lack of flexibility in course design, delivery and assessment.
2. The Indigenous perspective of on disability was found to be a dual consideration with Indigenous students not presenting for disability support and Indigenous staff not accessing disability services and supports for their students.
3. Institutional supports for Indigenous students and students with a disability were siloed into different areas, creating a lack of clarity for Indigenous students regarding where to go for help and placing them at risk of missing out on services and supports available to non-Indigenous students.
4. Systems were not cognisant of the additional barriers faced by students who were both Indigenous and had a disability.
5. The ineffective transition from higher education to employment was a major frustration. Participants found themselves in a continuous loop of attempting further qualifications to improve their life opportunities.
6. There was a desire for and appreciation of supportive and respectful communications from support services. Further, a spirit of resilience, determination and the desire to succeed was observed in participants.
This study has identified a need for both public and private providers in the higher education sector to effectively coordinate their support services for Indigenous students with a disability. Within the current institutional funding model, this cohort may be better served by ensuring the following:
• Services are coordinated and easy to navigate within the institution.
• Students can present for supports without requiring supporting documentation to verify disability.
• All staff are committed to the principles of person-centredness to ensure that individual student needs are recognised and supported.
• Materials are produced following the principles of Universal Design of Learning to mitigate the need for students to declare that they have a disability.
• There is institutional commitment to cultural safety to ensure that knowledge of and respect for Indigenous culture, community and knowledge is embedded throughout all facets of the institution.
This thesis presents a framework to provide a pathway for institutions to achieve these desired outcomes and embed the processes in their Disability Action Plans.
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Zickar, Justin Michael. "The Effect of Veteran Student Support Services on Veteran Students' Academic Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7102.
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Since the introduction of the Post-9/11 G.I. Bill, veteran student support services have expanded in higher education in response to the growing veteran student population and to improve the academic achievement of veteran students. The problem addressed in this study was a lack of knowledge regarding the effect of veteran students' participation in veteran student support services on veterans' academic achievement at selected colleges in Maryland. Using a theoretical foundation of Pascarella and Terenzini's within-college framework, the research question examined the effects of veteran students' participation in veteran student support services on their academic achievement as measured by their grade point average. A quantitative causal-comparative design and a veteran student sample of N = 128 were used to determine if veteran student support services affect veteran students' academic achievement. Archival data from 2 higher education institutions in the state of Maryland were collected for this study. Results of a one-way ANOVA showed no significant difference in the academic achievement of veteran students who participated and who did not participate in veteran student support services. The findings from this study may lead to positive social change for veteran students in the state of Maryland and across the United States by providing an empirical basis for the need for improvements of veteran students support services in higher education.
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Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.
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Williams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.
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The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.
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Kennebeck, Melanie Marie. "Peer Support and Academic Resiliency for Recently Relocated High School Student." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7680.
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Residential relocation requiring a change of school enrollment can negatively disrupt academic achievement, extracurricular participation, attendance, and ability to appropriately regulate emotions/behaviors. This disruption impacts military-affiliated students every 2 to 3 years. The purpose of this study was to quantitatively inform Student 2 Student’s (S2S’s) continued development and the Military Child Education Coalition’s (MCEC’s) pursuit of better serving newly relocated students. This will help the program to reach beyond good intentions and mitigate the perils of assuming that benefits occur without quantitative support. The three-factory model of Academic Resiliency was used as the theoretical framework guiding this study. Two American public high schools with similar demographics were requested to provide data for all new 9th through 12th graders, who enrolled in the school district for the first time during the 2018-19 academic year. A Mann-Whitney U was used to compare grade point averages (GPA), attendance percentages, number of extracurricular activities, and number of behavioral referrals for 179 students at a school with S2S to 97 students at a school without S2S. The 2 groups showed statistically significant differences across all 4 dependent variables. For example, the S2S group showed higher levels of extracurricular participation and fewer behavioral referrals than the control group. Additionally, a positive relationship between attendance and GPA was supported for the control group more than the S2S group. Overall, the results of this study quantitatively inform S2S’s continued development and the MCEC’s pursuit of better serving newly relocated students worldwide, which assists to create positive social change.
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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
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Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.
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The issue of student management and retention remains one of the most pertinent considerations for any university. In a climate of increasing awareness of mental and physical health issues, university policy development needs to adapt to ensure all students engage with and utilise support services effectively. It would appear that there are various influences on a student’s university experience, including learning abilities and styles, impact of life events and situations, for example, housing and finance, availability of support services and the ability of an individual to seek out appropriate help. Maslow’s Hierarchy of Needs, in combination with the Health Belief Model can provide a strong foundation for universities to begin to understand why a student may not achieve their potential, or may depart prematurely. This theoretical interaction postulates how needs are determined and prioritised subsequently influences help-seeking behaviour. The application of this interaction assists with developing a picture of students who have ongoing issues, for example: housing, finance, and lack of family support, and how these issues can lead to problems with learning, achievement, and ultimately academic performance. The purpose of this thesis is concerned with seeking to understand how and why students access support services within the university setting, and whether the support services have an impact on the levels of psychological distress. This thesis was conducted in two phases, both collecting data through the use of surveys. Phase one, intended to collect information directly from support services concerning students who were accessing them, however, phase one did not achieve its aim due to lack of responses from support services. Phase two profiled the experience of students who have interacted with support services; this profile assisted in a review of relevant services including how the provision of university support services potentially affects student’s psychological distress. Results revealed a lack of data for measuring service outcomes, for example measures of psychological distress, which might impact on students’ ability to succeed at university. Recommendations were generated based on the discussion relating to the lack of phase one data and the phase two student profile, these recommendations aiming to enhance the ability of university systems to identify and promote effective help-seeking behaviour, and the efficacy of those systems in reducing psychological distress. The implications of this research include the potential for enhancing operational policies relating to student management and retention within Australian universities.
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Miao, Angelina Yinzi. "How do student entrepreneurs use the business support? : A study of student entrepreneurs and Drivhuset at Linnaeus University, Växjö." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35638.
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With the entrepreneurial milieu in Linnaeus University (Växjö), students are encouraged to get involved in entrepreneurial activities. The number of student entrepreneurs has been increasing recent years. However, there is a blank in the study of student entrepreneurs. The entrepreneurial education system and the features of student entrepreneurs are the focus of the research about student entrepreneurs. At the same time, no sufficient study has been done about student entrepreneurs’ usage of the business support that could be offered to them. By studying student entrepreneurs’ situation, their relationship with support agencies, their selection of business support and the way they use the support, the research question ”how do student entrepreneurs use support agencies” will be answered by the end of this thesis.
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Bailey, Lynn Russell. "Teacher perceptions of student support team and response to intervention." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Bannister, Stephanie J. "The experiences of non-traditional students utilizing student support services : a qualitative study." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1332.
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Van, Heerden Maria Susanna. "Providing and managing student development and support in higher education in a developing country." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-144105.
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Lee, Walter Curtis. "Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51680.
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In response to the student retention and diversity issues that have been persistent in undergraduate engineering education, many colleges have developed Engineering Student Support Centers (ESSCs) such as Minority Engineering Programs (MEPs) and Women in Engineering Programs (WEPs). ESSCs provide underrepresented students with co-curricular support using student interventions in the form of programs, activities, and services. However, ESSCs have a relatively short history and there are gaps in our knowledge about these support systems. While the practice of providing students with co-curricular support has been evaluated, theories of co-curricular support have not been as thoroughly investigated; we know very little about how co-curricular support functions alongside engineering curricula. In an effort to help close the gaps in current literature, the purpose of my study was to explore how the student interventions offered alongside engineering curricula influence the undergraduate experience. To address this purpose, I used a multi-case study design to explore the particulars of six ESSCs housed at four institutions. I focused on the ESSC administrators (those who provide support) and undergraduate students (those who receive support) using multiple qualitative data collection methods. The primary result of this study was the Model of Co-curricular Support (MCCS), which is a version of Tinto's Model of Institutional Departure that I repurposed to demonstrate the breadth of co-curricular assistance required to comprehensively support undergraduate engineering students. The MCCS illustrates how a student's interaction with the academic, social, and professional systems within a college–as well as the university system surrounding the college–could influence the success he or she has in an undergraduate engineering program. More specifically, the MCCS is a conceptual model for constructing and evaluating support systems and individual student interventions that prioritize undergraduate engineering students. Within my study, I also identified several classifications of ESSCs and highlighted some pros and cons associated with various classifications and configurations. Ultimately, this research combines student-retention theory with student-support practice in a way that could facilitate future collaborations among educational researchers and student-support practitioners.Ph. D.
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Pollastro, Brittany. "NCAA injured student athletes' perception of social support." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/855.
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Social support has a great impact on injured NCAA athletes' complete psychological and physical recovery. When individuals, such as the coach, athletic trainer, teammates, and family, incorporate social support in the recovery process the injured athlete's attitude and belief system is positively influenced. The coach and athletic trainer have been specifically researched and proven to be influential in certain types of social support, but the family has not been significantly studied in the past.
The purpose of this study is to evaluate the six different types of social support given by the family in comparison to the social support given by the head coach, athletic trainer, and teammates to the injured NCAA Dl athlete regarding the athlete's satisfaction level of each type of support provided, as well as how each support contributed to the athlete's recovery. An additional purpose is to examine the quality of the six different types of social support given by the family.
This study was carried out by a quantitative survey (Modified Form of the Social Support Survey) in which NCAA athletes from a private, Dl institution who met specific criteria were the subjects. The results were analyzed through inferential statistics using multiple one-way ANOV As. The results showed according to the athlete, the family and athletic trainer provided the highest levels of all six types of social support compared to the coach and teammates. The coach was the least influential in the social support network according to the athlete. In conclusion, the family provides an integral role within all types of social support. The family should be included in the rehabilitation process of the athlete for a healthy psychological and physical recovery of the injured NCAA athlete.
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Hobbs, Amanda Frazier. "Student support teams in the public high school /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/hobbsa/amandahobbs.pdf.
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Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
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Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning.
The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously.
The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning.
Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.
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Droege, Kelly Marie. "Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.
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Martin, Romana. "M-learning and student engagement: Factors that support students' engagement in m-learning." Thesis, Martin, Romana (2011) M-learning and student engagement: Factors that support students' engagement in m-learning. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/9347/.
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Mobile learning (m-learning) is learning that takes place in a variety of contexts, within and beyond traditional learning environments, utilising any type of mobile device. The availability of mobile devices with the potential to be used in university education has vastly increased over the past decade, and therefore m-learning has become increasingly common in university settings. M-learning is usually supported by a mobile device which offers some level of mobile connectivity to learning resources or access to communication technologies, or both, and can facilitate or support learning. M-learning thus involves participating in learning activities not confined to a set place or time.
In some institutions, m-learning has been encouraged through initiatives such as laptop programs, but often m-learning occurs incidentally with students utilising laptops and other mobile devices that they have acquired to help them with their studies.
Despite attempts by these institutions to develop such laptop programs, there have been limited resources on how to integrate m-learning into tertiary education for use by lecturers who have the desire to tap into the possibilities of taking advantage of students’ ad hoc access to laptops and other mobile devices. Models with practical applicability to m-learning have been slow to emerge, and very few practical guidelines are available for educators on the effective implementation of mobile devices in university teaching and learning, and lecturers are often left guessing as to what might promote students’ engagement in m-learning.
The aim of this study was to gain an understanding of the factors that influence students’ engagement in m-learning, specifically where mobile devices facilitate engagement in both learning activities (M-learning Task Engagement) and interaction with others (Online Social Engagement) in ways that contribute to learning outcomes (e.g. ACER, 2010; Coates, 2006; Kearsley & Shneiderman, 1998). A secondary aim was to identify what motivates students to use laptops for learning. Finally, the study aimed to develop a new m-learning design model and guidelines for lecturers developing learning designs for use in m-learning contexts.
The study included both formal m-learning and laptop programs, and classes where laptop use is ad hoc driven mostly by students’ personal needs. The research was conducted using seven case studies at three Australian universities. In one case, students were participating in a laptop program; in two cases, tablet computers were used in classroom settings; and in four cases, students’ use of laptops was based on student ownership and personal initiative. Data were collected by two surveys: one to gather students’ perceptions of their m-learning experiences and the other focussing on lecturers’ perceptions of m-learning.
The research explored what may motivate students to use their laptops and engage in m-learning. As could be expected, mobility was the key motivator for the use of laptops, and the learning tasks that students found to be most motivating involved accessing information, authoring (e.g. writing, blogging, note taking) and communication. Other categories of motivators identified in this study were: student productivity; performance outcomes; the learning experience; information access; the lecturer; entertainment; and social interaction.
The results of this study indicated that both Online Social Engagement and M-learning Task Engagement were influenced by students’ Goal Orientation. Online Social Engagement was also influenced by Technology Focus, which is learners’ orientation towards utilising technologies for learning. Students’ Perceived Mobility also influenced engagement in m-learning, but specifically in the area of M-Learning Task Engagement.
The results of this research led to a model and guidelines for lecturers planning to implement m-learning in a student-centred learning context which maximises students’ engagement in m-learning. The m-learning design model and guidelines lead lecturers towards considering student motivators for m-learning and the factors that influence students’ engagement in m-learning. The resulting learning designs, that address students’ requirements for mobility, and mesh with their Goal Orientation and Technology Focus, are therefore likely to contribute towards both M-Learning Task and Online Social Engagement in m-learning.
The outcomes of this study have important practical implications for educators and institutions as they provide a planned approach to integrating the use of mobile technologies in the curriculum with the aim of achieving increased engagement in learning.
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Monzalve, Manuel. "EXAMINING THE RELATION BETWEEN CONTEXTUAL FIT AND IMPLEMENTATION FIDELITY ON BEHAVIOR SUPPORT PLANS AND STUDENT OUTCOMES." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20684.
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An extensive body of empirical evidence indicates that function-based behavior support plans are likely to be more effective and efficient in school settings than plans that are not function-based. Designing technically adequate behavior support plans, however, is not sufficient to ensure that these plans will be implemented with fidelity by school staff. The contextual “fit” of support plan procedures with the values, skills, resources and administrative support of implementing personnel also affects the likelihood of implementation. In this dissertation a single-subject concurrent multiple baseline design across participants was used to examine the efficacy of the Contextual Fit Enhancement Protocol (CF Intervention). The CF Intervention was designed to improve the contextual fit of support plans for four elementary school students with problem behaviors. This CF Intervention was designed based on the assumption that when procedures included in a plan match the values, skills, administrative support and resources of the people responsible for implementation the plans will be implemented with higher fidelity and will be more likely to produce desired student outcomes. Results from the study indicate that after implementation of the CF Intervention, support plans that were already technically adequate improved in contextual fit: instructional staff (a) had a better understanding of behavioral procedures being used, (b) received specific, systematic feedback about its implementation, (c) perceived high levels of administrative support, and (d) perceived a collective commitment to improve current plans. Following implementation of the CF Intervention, substantial increases in implementation fidelity and decreases in student problem behavior were observed. In addition, teacher participants rated the CF Intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.
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Theodorakakis, Maria D. "Teachers’ Perceptions of Support in a Comprehensive Student Support Intervention: A Mixed-Methods Analysis." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107713.
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Thesis advisor: Mary E. WalshThe out-of-school factors that low-income children face can impact their wellbeing and ability to learn (Rothstein, 2010), leading to low academic performance, and, in turn, high levels of stress among their teachers. One of the numerous potential strategies that exist to address this problem is the implementation of systemic student support interventions, which are hypothesized to support teachers in addition to students (Ball & Anderson-Butcher, 2014). Using the City Connects intervention as an example of a comprehensive, systemic student support intervention that has demonstrated positive effects for students, this dissertation study examines the impact of this same intervention on teachers. The study used data obtained from annual surveys administered to all teachers in public schools (across several districts) where the City Connects intervention was implemented. The sample consisted of 656 responses from teachers in Boston Public Schools that were participating in the City Connects intervention during three designated school years (2012-13, 2013-14, and 2015-16). The study implemented a mixed-methods approach that allowed for an in-depth analysis of teachers’ perceptions of support from the City Connects intervention through both quantitative and qualitative data sources. Following exploratory and confirmatory factor analyses of the survey instrument itself, survey data was analyzed using the Validating Quantitative Data Model (Creswell & Plano Clark, 2007), in which quantitative findings were confirmed and expanded upon through analysis of data from a small number of open-ended survey questions. The results of this dissertation study support the continued use of systemic student support interventions in schools, as data confirm that teachers in schools with City Connects report being supported by the intervention. These results hold for veteran teachers who have been teaching for over sixteen years and have participated in the City Connects intervention for over ten years. Ultimately, the findings of this dissertation study suggest that, in addition to leading to positive changes in students’ developmental trajectories, student support interventions can improve the experiences of other members of the school community
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Milks, Andrew E. "Social Support Factors Affecting Engineering Technology Student Intent to Persist." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542408042160873.
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Alston, Allyson. "Are community colleges going the distance? : an assessment of student support services for Texas community or technical colleges /." View online, 2006. http://ecommons.txstate.edu/arp/103.
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Coetzee, E. "Student mentors: supporting learning and living at tut." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001660.
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Parrent, Condoa M. Newsom Ron. "Resiliency and the successful first-generation community college student identifying effective student support services /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3630.
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Barkas, Linda Anne. "Widening participation and student literacy : the complex and contested role of student support centres." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020582/.
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Parrent, Condoa M. "Resiliency and the successful first-generation community college student: Identifying effective student support services." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3630/.
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This study examined what differences in resiliency traits, if any, exist between successful and non-successful first and continuing-generation college students through the use of a survey. For the purposes of this study, first-generation students were those students whose parents have never attended college and continuing-generation college students were those students whose parents have attended some college. For the purposes of this study, the term successful was defined as those students who after being enrolled during fall 2005 re-enrolled for the spring 2006 semester and the term non-successful is defined as those students who after being enrolled fall 2005 semester failed to re-enrolled for the spring 2006 semester. A sample of 164 students was surveyed by collecting demographic data, resiliency traits, attitudinal characteristics, level of familial support, and reasons for dropping out of college. A sub-sample of 40 students participated in a face-to-face, in-depth interview. This study found that successful first-generation community college students possessed certain common qualities or resilient characteristics that include: 1) social competence, 2) problem-solving skills, 3) critical consciousness, 4) autonomy, and 5) sense of purpose. Through the face-to-face interviews common themes emerged. Many of the students used similar words to describe their feelings and experiences about beginning, continuing and withdrawing from college. Many of the first-generation college students expressed the lack of familial support once they enrolled. Common themes emerged for the continuing-generation college students in that each student was comfortable with the process of selecting a major, selecting courses to enroll in, and the amount of time they expected to devote to studying. The return rate for each of the four groups studied was limited and rigorous follow up efforts failed to increase the return rate. This is a fundamental limitation of the study, and the results can only be generalized to the institution studied. However, the findings in this study are consistent with the literature on retention and dropout rates for these students.
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Michel, Evan Burton. "Connecting the Dots: Enhancing Outcomes for Students with Emotional Disturbance through Integrated Student Support." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109085.
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Thesis advisor: Mary E. WalshOut-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
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Thesis advisor: Lauri JohnsonThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.
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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.
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Chan, Sau-chuen Jenny, and 陳秀川. "Wireless technology use in schools to support student learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741655.
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Oberoi, Sharad. "Towards a Framework to Support Engineering Design Student Projects." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/444.
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Students working on engineering design project teams face many challenges including information management. The students collaborate among themselves, share design knowledge, and negotiate with each other, faculty members and the client, in order to create engineered artifacts. This process often involves reuse of prior knowledge and the creation of new knowledge within the context of the problem. Although some of the work is done individually, a major portion is accomplished through team interactions, either in meetings with the project team or with subsets of the team. Students communicate in face-to-face meetings, on the phone, via email, in chat sessions and with text messages; and they exchange text, images, web links, equations, and technical drawings. However, as the project proceeds, locating the right piece of information from the multiple sources becomes an increasingly difficult task. Prior studies have shown that students often have different perceptions of the project and their contribution in it (Laurillard 1979). Externalizing the shared vision as the project evolves can have advantages for the students. Since most of the knowledge creation by students occurs without the instructor present, students often deviate from the project’s stated objective. Instructors intend to assess student learning outcomes, but have more ready access to product outcomes. Given this constraint, the final grade is often based on the quality of the product and on the self-reported functioning of the team. Even in cases where the evidence of student collaboration process is accessible through discussion forums and e-mail threads, making sense of this data is difficult due to a lack of practical, analytical tools to aggregate the information. Towards a Framework to Support Engineering Design Student Projects vi The first research question of this thesis addresses the problem of information management in engineering design projects. The students’ design deliberations, as externalized in their discussion threads and through the documents they create or reference, can be visualized by mining the textual evidence they produce as natural part of their collaboration process. By using computational linguistic techniques and machine learning, all the documents and student discussion threads are aggregated, and a sample concept-map based graphical representation is created that can be used to navigate the project corpus. This approach is referred to as DesignWebs. DesignWebs can be viewed as an assemblage of related noun phrases reveal the current state of the project and the underlying structure of the design. DesignWebs assist as navigation aids in contextualizing and viewing project archives by structuring the design information as graphs of related entities. The second research question presents noun phrases as a surrogate measure for design team dynamics. This question builds on prior research about using noun phrases as objective measure for measuring design team performance (Mabogunje 1997), and uses them for exploring how the design vocabulary of student teams expands and contracts during a design project. The expansion and contraction reflect the students brainstorming about different design alternatives for the project and finalizing certain design solutions respectively. This question also shows that tracking the noun phrases as they are introduced by one team and shared across team boundaries can reveal insights about whether the teams are successfully collaborating. Tracking the design vocabulary over time shows how the design vocabulary related to a team’s assigned tasks keeps on getting refined as the project progresses, reflecting the domain expertise gained by the Towards a Framework to Support Engineering Design Student Projects vii team. The shared vocabulary between teams also mirrors the project’s work-flow, as it is represented in the artifact’s system architecture diagram. Finally this question shows how instructors can see the changes in a team’s design knowledge by monitoring its DesignWebs, as they are created at different milestones during the project. The third research question presents DesignWebs as a research framework that facilitates the validation of prior research findings about the functioning and assessment of design project teams by obviating the tedious data pre-processing steps. Three diverse research studies are examined to demonstrate the wide applicability of DesignWebs as a platform: the first examines whether using the semantic coherence of student communications in team-based project courses can act as an indicator of the progress of the design process (Song et al. 2003); the second examines whether applying metrics on the “communication artifacts” generated by computer supported collaborative tools can provide insights into the design process that created them (Dutoit 1996); the third explores various individual and group work processes that when made more explicit to instructors can assist them in carrying out the assessment processes (Gweon 2008). This research contributes to supporting engineering design student projects by presenting a framework that organizes and evaluates a variety of potential metrics and design assessment measures based on the text products in a given project corpus. It also presents an interface that summarizes the team’s online communications and documentation to track the emergence of the shared solution and extent of team collaboration, using noun phrases as a surrogate measure. Finally, this research presents a research test bed that brings together a number of research hypotheses Towards a Framework to Support Engineering Design Student Projects viii related to collaborative design projects by demonstrating that they can complement the instructors’ understanding of how teams are working.
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Morgavi, Anna Claudia. "Student support in higher education : an organisational case study." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434951.
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Fallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.
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Ruth, David A. Haslam Elizabeth L. "An investigation into the need for co-curricular student services for distance education students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/499.
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張民選 and Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.
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Newell, Emily Marie. "The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.
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Fazel, Maryam, Mohammad Fazel, Nora Bedrossian, Fernando Picazo, and Merri Pendergrass. "A student-implemented elective to improve medical student confidence in providing diabetes self-management support." DOVE MEDICAL PRESS LTD, 2016. http://hdl.handle.net/10150/621998.
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Background: The purpose of this study was to develop a preclerkship elective and assess its effectiveness in supplementing medical students' education. Methods: A group of medical students under the guidance of two faculty advisors developed an elective consisting of six sessions covering a variety of practical aspects of diabetes care/education taught by an interprofessional team. Following the course completion, a survey was emailed to the enrollees who attended at least one session. The results were analyzed using Wilcoxon signed-rank and descriptive analyses. Results: A total of 14 medical students were enrolled (nine first year and five second year). An average of 4.4 sessions/student was attended. Thirteen students attended at least one session and were surveyed. The survey response rate was similar to 62% (8/13). All eight students indicated that the course was valuable and would recommend it to their colleagues. A Wilcoxon signed-rank test revealed a statistically significant increase in students' confidence in all five areas assessed following participation in the course, P<0.05 with a large effect (r>0.5). Conclusion: This study suggests the feasibility of developing disease state-specific preclerkship elective courses and that such courses can be beneficial in supplementing medical student education with practical knowledge.
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Fischer-Kinney, Julie A. "Biracial/Multiracial Student Perceptions of Student Academic Support Services at a Predominantly White Public Institution." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352935721.
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Grogg, Kathryn Rogers. "Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/33.
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This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers’ knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to students who need assistance with academic, social and emotional problems. This has created a need to provide preservice education that helps to prepare teachers to use these resources to help their students. This investigation demonstrated a specific approach to such instruction for preservice teachers (i.e., the Student Support Team Project), including an evaluation to determine changes in perceptions and knowledge that resulted during and after participation in this project. Participants were preservice teachers enrolled in an alternative teacher certification program. The research design was qualitative. Data collection included semi-structured interviews, written reflections from the preservice teachers, input from key informants, field notes and research team reflective journals. The collection and analysis of data were done recursively and used constant comparative methods. Analysis of the data revealed three main categories: Knowledge, Knowledge Needed, and Project Feedback. Knowledge reflected the participants’ understanding of student support teams and their implementation and included the following themes: Knowledge about Data Collection, Knowledge about Intervention, Knowledge about Student Support Teams, and Generalization of Knowledge. Knowledge Needed reflected the knowledge participants needed to understand and work effectively with these teams, including the following themes: Knowledge Needed about Data Collection, Knowledge Needed about Intervention, Knowledge Needed about Student Support Teams, and Other Knowledge Needed. Project Feedback included perceived strengths and weaknesses of the Student Support Team Project, including the following themes: Project Helpful, Project Struggles, and Project Suggestions. One key finding was how preservice teachers’ understanding of student support teams evolved from vague ideas about teams, to increasingly specific case-focused ideas, and finally, to generalized understandings. Findings are discussed in relationship to the literature on prereferral intervention and teacher development. Implications for preservice teacher education are discussed. Future research is also suggested.
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Duncan, Lucila Diaz. "Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4803.
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Research data revealed that Mexican Americans have the highest dropout rate of
any other Hispanic group. Since Hispanics are becoming the highest minority group in
the U.S., the primary purpose of this qualitative study was to investigate what helped
third generation low socioeconomic Mexican American A.I.S.D. students successfully
graduate from high school. Three former students were selected from three different
high schools. The researcher collected data through individual interviews with each
participant and with key informants such as parents and school personnel. Issues
examined included participant perceptions of factors that kept them in school, the
support systems they believed were important, and the challenges they encountered.
The overall findings revealed that the three participants had a strong sense of
control, positive relationships with peers and school staff, parents who valued education,
and strong school support through programs or personnel.
Recommendations for educators based on the findings include 1) staff development on building relationships with students and communicating with parents, 2)
creation of nurturing and academically rigorous school environments.