Rozprawy doktorskie na temat „Student experience”
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Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.
Pełny tekst źródłaTrengove, Matthew James. "The vertical transfer student experience". Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3724393.
Pełny tekst źródłaAmerica's postsecondary education system currently supports nearly 11 million people, but only 33-37% of these students will actually graduate with a Baccalaureate degree (Kuh, Kinzie, Schuh, Whitt & Associates, 2005; OECD, 2009). Researchers have been examining various aspects of America's "persistence puzzle" for the past 30 years. The majority of these studies have focused on the academic and social environs of first-year, native students enrolled in large university programs (Braxton, Sullivan, & Johnson, 1997), where America's transfer student populations have been restricted or excluded (Townsend & Wilson, 2009). These restrictions represent a rather significant oversight in the current literature, given that approximately 52% of America's first-year postsecondary students are enrolled in community college programs (Cejda, 1997; Keener, 1994) and that nearly 40% of today's graduates will transfer between several institutions before obtaining a baccalaureate degree (NCES, 2005). Furthermore, the majority of these studies have relied on quantitative methods/data, which address persistence as an outcomes, rather than a series of events/experiences that contribute to a student's decision to withdraw (Tinto, 1993). As a result, we know very little about the psychological and environmental challenges students face as they transition between institutions (Laanan, 2004). Even those studies that have referred to the "transfer shock" students experience during their transition have failed to explore the methods, attributes, stresses (both psychological, social & cultural), or the strategies students employ to relieve these stresses (Holahan, Green, & Kelley, 1983; Laanan, 2001).
This study examined the adjustment process of vertical transfer students who recently transferred to a four-year, Research I, Baccalaureate university in the southeast United States. It applied Adelman's (2006) definition of a vertical transfer student as: someone who began his or her postsecondary education in a community college, earned a at least 10 college credits and then transferred to a Baccalaureate university. This definition was then applied to a specific group of vertical transfer students who recently transferred from a single, local community college, less than three miles from the university, as these students represent approximately 43.3% of the total incoming transfer student population at the Baccalaureate institution (OIR, 2012b). The primary goals of this study were to define the transfer student experience, assist future transfer students with their transitions, and assess the quality/effectiveness of current programs so that staff, faculty and administrators could align and/or improve cooperative persistence programs that exist between these two institutions. After all, the rigors these students face during their adjustment to life as university students will have a significant impact on their persistence and/or success (Astin, 1984, Tinto, 1993, Townsend & Wilson, 2009).
Compton, Kirsten. "Student Ambassadors Gain Leadership Experience". College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/295856.
Pełny tekst źródłaMcQuillan, Paul, i res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools". Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.
Pełny tekst źródłaPrice, Suzanne Phillips. "The black student medical school experience /". Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).
Brown, Norman Leslie. "How lecturers experience student-centred teaching". Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.
Pełny tekst źródłaLongden, Bernard. "The student departure puzzle : echoes of policy in student experience". Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274982.
Pełny tekst źródłaMcInnes, Gill. "Interpreting the National Student Survey : implications for the student experience". Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686177.
Pełny tekst źródłaGuinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.
Pełny tekst źródłaTitle from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.
Pötschulat, Maike. "Constructing the 'student experience' : placing university students in the entrepreneurial city". Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3020856/.
Pełny tekst źródłaKramp, Angela. "Depression in College Students: Construct Validity of the Student Experience Inventory". TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2511.
Pełny tekst źródłaPluard, Karen. "The impact of technological experience and software experience on student attitudes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30924.pdf.
Pełny tekst źródłaLaVeck, Lindsey Michalle. "CAREER DECISION-MAKING DIFFICULTIES AMONG STUDENT VETERANS". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1537266760667978.
Pełny tekst źródłaLadd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.
Pełny tekst źródłaMorrish, 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.
Pełny tekst źródłaBarnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Practice
Arts, Education and Law
Full Text
Leary, Riley. "Understanding the Hybrid High School Student Experience". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.
Pełny tekst źródłaHybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.
Wright, Toni Elizabeth. "PhD study outcome and the student experience". Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433722.
Pełny tekst źródłaMeaux, Lauren N. "The Multiracial Undergraduate and Graduate Student Experience". Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/949.
Pełny tekst źródłaVarney, Kevin. "A Multidisciplinary Approach to Student International Experience". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1299.
Pełny tekst źródłaBizzotto, Irene <1993>. "Wall Street English: The New Student Experience". Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11810.
Pełny tekst źródłaHenry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.
Pełny tekst źródłaFindik, Nur. "Design Of Experience Sampling Tools For Reporting Student Experience In Design Education". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614957/index.pdf.
Pełny tekst źródłaprocess in between these meetings. There are available tools used in the fields like education or health in order to monitor an individual&rsquo
s daily life in relation to the context (e.g. time, place, activity) and personal circumstances (e.g. emotions, feelings, ideas). These tools are developed based on experience sampling method (ESM), a research method focus on collecting self-reported data from participants in order to measure their daily life experiences, especially during a long period of time. Since the target group and experience has different characteristics for each context, design of experience sampling tools are also gaining importance to address these specific experience according to individuals&rsquo
needs and expectations. Aiming at assisting design students to do regular self-reporting on their experiences, this study presents a background research for designing experience sampling tools that would be used by students and supervisors to keep track of students&rsquo
experiences throughout design projects. In this sense, this study intends assisting students self-reporting activities, translate the main design requirements of experience sampling tools into the context of design projects, as well as revealing guidelines for the future implications of ESM tools in design education
Chen, Danyan. "Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa". Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35735.
Pełny tekst źródłaTrotter, Eileen. "The early student experience and its relationaship with retention : the student voice". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444864.
Pełny tekst źródłaTu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience". Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.
Pełny tekst źródłaStoeckel, Helen, i n/a. "An investigation of the readjustment experience for secondary exchange students : a family perspective". University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061109.093814.
Pełny tekst źródłaSchumacher, Lisa Polakowski. "The lived experience of student caregivers: a phenomenological study". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5626.
Pełny tekst źródłaPurdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
Hunt, Turonne Kalada. "Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104055.
Pełny tekst źródłaDoctor of Education
This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).
Weaver, M. "Language proficiency and the international postgraduate student experience". Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28325/.
Pełny tekst źródłaHall, Nicholas Ron. "Autonomy and the Student Experience in Introductory Physics". Thesis, University of California, Davis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602079.
Pełny tekst źródłaThe role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students perceived their instructors to be. An autonomy supportive instructor acknowledges students' perspectives, feelings, and perceptions and provides students with information and opportunities for choice, while minimizing external pressures. It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (beta=0.31***) and negatively correlated with student anxiety about taking physics (beta=-0.23**). It was also positively correlated with how autonomous (vs. controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to vs. had to; beta=0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (beta=0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (beta=0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable experience in the course. If greater autonomy support was in fact the cause of a more favorable student experience, as suggested by Self-determination Theory and experimental studies in other contexts, these results would have implications for instruction and instructor professional development in similar contexts. I discuss these implications. Study II, an experimental study, investigated the effect, on the student experience, of the number of opportunities for choice built into the course format. This was done by comparing two sets of classes. In one set of classes, students spent each class period working through a required series of activities. In the other set of classes, with additional choice, students were free to choose what to work on during nearly half of each class. It was found that the effect of additional choice on student interest and enjoyment in learning physics was significantly different for men vs. women, with a Cohen's d of 0.62 (0.16-1.08; 95% CI). Men became somewhat more interested with additional choice and women became less interested. This gender difference in interest and enjoyment as a result of additional choice could not be accounted for by differences in performance. It was also found that only in classes with additional choice did performance in the course correlate with the degree to which students reasons for studying physics became more autonomous during the quarter (beta=0.30*). I discuss the implications that these effects of additional choice have for instruction and course design in similar contexts.
Sharp, Margaret. "Changing identities : the student experience of higher education". Thesis, University of Brighton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343607.
Pełny tekst źródłaAl-Zaidi, Maram S. "A micro note taking approach : the student experience". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/97281/.
Pełny tekst źródłaChang, Pei-Fen. "Factors affecting student teachers' capacity for flow experience". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39168.
Pełny tekst źródłaLusk, Christine Isabel. "The social construction of the mature student experience". Thesis, St Andrews, 2008. http://hdl.handle.net/10023/553.
Pełny tekst źródłaOrme, Jacqueline EsmeÌ. "Agenda, learning and student experience : a study of postgraduate secondary mathematics student teachers". Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411502.
Pełny tekst źródłaHolman, David John. "The experience of skill development in undergraduates". Thesis, Manchester Metropolitan University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296149.
Pełny tekst źródłaBullard, Roland N. "The preparation, search, and acceptance experiences of college presidents with Chief Student Affairs Officer experience". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331293.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4258. Adviser: Nancy V. Chism.
Boateng, Agyeman Siriboe. "A Case Study of Equity and Student Experience in a California Community College". Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/934.
Pełny tekst źródłaRoberts, Wendy. "Perceptions on the importance of prior teaching experience for school counselor candidates". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009robertsw.pdf.
Pełny tekst źródłaDavies, G. F. "Student intentions and institutional experience : An evaluation of different psychological explanations of student behaviour". Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373392.
Pełny tekst źródłaHardy, Julie. "The student psychological contract : a critical analysis of EVLN in managing the student experience". Thesis, University of Central Lancashire, 2018. http://clok.uclan.ac.uk/24031/.
Pełny tekst źródłaWhitinger, Jamie H. "K-12 Virtual Students: Relationships Between Student Demographics, Virtual Learning Experience, and Academic Achievement". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1196.
Pełny tekst źródłaClements, 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.
Pełny tekst źródłaBroszczak, Amanda. "Music listening for student engagement: Teacher and student perspectives". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/133823/1/Amanda_Broszczak_Thesis.pdf.
Pełny tekst źródłaPang, Lan-Sze. "International Student College Experience Scale : development and preliminary findings /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684111&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródłaParker, Jeanne D. "The African-American student experience in the independent school /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
Bamber, Philip Michael. "Transformative Learning through International Service-Learning : the student experience". Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581451.
Pełny tekst źródłaCrick, Paula Jane. "Exploring student nurses' first assessment experience : an illuminative evaluation". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14972/.
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