Дисертації: "COLLEGE CLASSES"

1

Lee, Jenny. "Self Regulation in College-Level Mathematics Classes." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/hmc_theses/113.

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This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. Results of this study suggest a possible question to consider in reforming mathematics education for a more equitable environment in postsecondary mathematics classrooms.

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2

Haber, Marian Wynne. "Ability Grouping in College Beginning Media Writing Classes." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330684/.

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The problem with which this investigation is concerned is that students of unequal writing ability are frequently placed in the same beginning media writing classes in college journalism. It is difficult for a teacher to be effective when the ability of the students ranges from those who cannot write clear complete sentences to others whose work already appears in newspapers and magazines. The purpose of this study is to determine whether students who are ability grouped into slow—average and advanced groups do the same, better, or worse than heterogeneously grouped students. In the spring semester of 1987, students in Journalism 1345, Media Writing laboratory, at the University of Texas at Arlington, were given a pretest to determine how well they wrote a simple news story and a simple feature story. On the basis of that test, which was graded by three raters, the students were placed in two separate ability groups in three classes. The fourth class contained students with heterogeneous abilities who were not placed in groups. At the end of the semester a posttest was given in news and feature writing. A two-way analysis of variance was used to analyze the posttest scores of sixty-seven students. There was no significant difference in the posttest scores of students who were grouped homogeneously and those who were grouped heterogeneously. The difference in the scores of heterogeneously grouped advanced students and homogeneously grouped advanced students was not significantly different from the difference between the posttest scores of heterogeneously grouped slow-average students and homogeneously grouped slow-average students.

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3

Tulloch, Denton. "Determinants and effects of the learning environment in college classes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2203.

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This study investigated sex, age, and ethnicity as determinants of classroom environment, as well as the effects of classroom environment on student attitudes at an urban two-year or junior college in Florida, USA. The sample consisted of 544 students in 29 classes that were randomly chosen.The Constructivist Learning Environment Survey (CLES) was used to assess the way in which students perceived their classroom environment, whereas a modified version of the Enjoyment of Science Lessons scale from the Test of Science-Related Attitudes (TOSRA) was used to assess students’ attitudes toward the subject taught in the classes surveyed. Data analyses supported the CLES’s factorial validity, internal consistency reliability, and its ability to differentiate between classrooms when used with adult learners in a post-secondary setting. Similarly, results from analyses conducted on the revised TOSRA scale revealed satisfactory internal consistency reliability.A three-way MANOVA for sex, age and ethnic differences in classroom environment perceptions and enjoyment revealed that: females enjoyed their classes significantly more than did males; students 25 years and older had higher Shared Control and Enjoyment scores, but lower Student Negotiation scores, than did students younger than 25 years; and there were no significant differences between African-Americans and students of other ethnicities for any learning environment scale or for enjoyment. A large effect size of 0.88 standard deviations, suggesting an educationally important sex difference, was found for the attitude scale. However, effect sizes of modest magnitude, ranging from 0.21 to 0.29 standard deviations, were found for age difference.Past research was replicated in that positive and statistically significant bivariate and multivariate associations were found between students’ enjoyment of classes and their perceptions of classroom learning environment. In particular, students enjoyed their classes more when there was a greater emphasis on Shared Control and Student Negotiation. In other words, students responded more positively when they perceived that they had a role to play in the design and management of the learning environment, as well as when opportunities existed for them to explore among their peers the viability of newly developing ideas.Overall, my results suggest that the CLES and the TOSRA are valid and reliable instruments that researchers can use with confidence to measure adult students’ perceptions of learning environment and attitudes, respectively, in the two-year college setting. While no significant sex difference was found for any learning environment scale, females enjoyed their classrooms more than did males. Relative to younger students, older students had higher Student Negotiation and Enjoyment scores. A possible implication is that teachers should make classrooms more appealing and enjoyable to males, while making younger adults feel a greater sense of inclusion in their classrooms.

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4

Baker, Bemmel Mirella G. "Cheating in Online Classes: A Preliminary Investigation." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/37.

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Cheating in Online Classes: A Preliminary Investigation, Mirella Baker Bemmel, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Cheating, Online, Academic Integrity, Community College, Safeguards This applied dissertation was an inquiry into the phenomenon of cheating among students who take their classes online. There is a common perception that cheating is rampant in online classes and the Southern Association of Colleges and Schools, the accreditation association in the South, implemented policies, which mandate stricter monitoring of students. In turn, colleges have reevaluated or implemented integrity policies, but there is inconsistent enforcement of said policies. Online faculty at three Florida community colleges were invited to complete a modified version of the Academic Integrity Survey, which provided insights into their perception of cheating, their awareness and enforcement of institutional policies regarding cheating and safeguards used or desired. The survey was followed up with an eight-member focus group discussion, and the results were triangulated. An analysis of the data revealed that faculty is uncertain about the extent of cheating at their college, but most take action once they discover an instance of cheating. Their reaction to cheating may not necessarily be in line with the institutional policy although they are aware of the required steps. Different safeguards are used to protect the integrity of their courses, but there is an apparent lack of knowledge about available safeguards and their use.

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5

Coomes, Jacqueline Rene. "Relationships between community, interactions, and ways of knowing in college precalculus classes." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Fall2006/J_Coomes_112206.pdf.

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6

Williamson, Kathryn, Edward E. Prather, and Shannon Willoughby. "Applicability of the Newtonian gravity concept inventory to introductory college physics classes." AMER ASSOC PHYSICS TEACHERS, 2016. http://hdl.handle.net/10150/616996.

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The study described here extends the applicability of the Newtonian Gravity Concept Inventory (NGCI) to college algebra-based physics classes, beyond the general education astronomy courses for which it was originally developed. The four conceptual domains probed by the NGCI (Directionality, Force Law, Independence of Other Forces, and Threshold) are well suited for investigating students' reasoning about gravity in both populations, making the NGCI a highly versatile instrument. Classical test theory statistical analysis with physics student responses pre-instruction (N = 1,392) and post-instruction (N = 929) from eight colleges and universities across the United States indicate that the NGCI is composed of items with appropriate difficulty and discrimination and is reliable for this population. Also, expert review and student interviews support the NGCI's validity for the physics population. Emergent similarities and differences in how physics students reason about gravity compared to astronomy students are discussed, as well as future directions for analyzing the instrument's item parameters across both populations. (C) 2016 American Association of Physics Teachers.

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7

Tsai, Hui-Ju. "Exploring college students' motivational beliefs in ability-grouped English classes in Taiwan." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11312/.

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According to research on social-cognitive theory, motivation can be defined as a way of belief in one’s own competence, to value the task and further to achieve the set goals. Researchers have suggested a direct link between motivation beliefs and student achievement. In order to understand whether the motivation beliefs of students would be different in an EFL ability grouping context, this study examined an integrated motivation model including instrumentality, achievement goal, self-efficacy, expectancy-value, attribution, and self-regulation amongst three different ability groups at one university in Taiwan. Participants were grouped in three different level based on their pre-test scores: advanced level group, higher-intermediate level group and intermediate level group. Their academic achievements were demonstrated comparing their attitude towards ability grouping with their perception of the motivation variables. The purpose of this research is to discover whether ability grouping setting is beneficial for both student motivation and performance in EFL classes. In a survey study, 681 college students in a first-year undergraduate English course completed a motivation questionnaire. The results of this study revealed that student instrumentality, achievement goal, expectancy-value, self-efficacy and self-regulation are significantly positively correlated with their attitudes in an ability grouping context. Linear regression analyses demonstrate that expectancy-value was the strongest predictor of students’ post-test scores, and there are other predictors such as student level and their perception of attributions. However, self-efficacy, performance goals, and self-regulation were not significant predictors to student academic performance in the integrated model. In addition, the study revealed a preference of mastery goals for students in higher ability groups and a preference of attributions for lower-achieving group. However, there were no differences in instrumentality, performance goals, and self-regulation amongst the three ability groups, suggesting that students at ability grouping classes are no difference in the motivational belief of instrumental goal, performance goals and self-regulation. By contrast, there were differences in student motivation in attitudes, instrumentality, expectancy-value, mastery goal, self-efficacy and mastery goals in an ability grouping class. Consequently, the findings suggest teachers should be encouraged to create an environment where developing student motivation is encouraged in order to develop further the achievement rate within the confines of an EFL ability grouping class.

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8

Joslin, Eric B. "Perceptions college-bound seniors at Campbellsport high school have of technology education classes and factors influencing participation in those classes." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005josline.pdf.

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9

Lewellen, Mary J. "Working the second shift : perceptions of part-time faculty teaching evening classes at a Midwest community college." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536750.

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10

Cen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.

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11

Vinyard, Deirdre W. "Voices in revision : case studies of L1 and L2 students in college compositiion classes /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209124.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"August, 2005." Includes bibliographical references (leaves 321-327). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

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12

Lewis, Scott Edwin. "An evaluation of a pedagogical reform designed for college chemistry teaching with large classes." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001472.

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13

Roth, Rachel Anne. "High School Students in College-Level Classes: Associations Between Engagement, Achievement, and Mental Health." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4571.

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Student engagement is a multifaceted construct gaining increased interest within the fields of psychology and education. Current literature suggests that student engagement is linked to important student outcomes including academic achievement, psychopathology, and mental wellness; however, there is a dearth of studies that have examined all components of student engagement simultaneously as they relate to the aforementioned outcomes. Additionally, past literature has found support for a decreasing trend in student engagement across the school years, but less attention has been paid to student engagement in the high school years. Among high school students, a particular subgroup has been virtually ignored: high-achieving students enrolled in college-level curricula such as International Baccalaureate (IB) and Advanced Placement (AP). Research questions answered in the current study pertain to: (a) differences in the components of student engagement among IB and AP students, (b) differences in the components of student engagement of IB and AP students across grade level, (c) the extent to which student engagement relates to academic achievement, and (d) the extent to which student engagement relates to mental health. To answer these questions, self-report surveys and school records data from 727 IB and AP high school students were analyzed. Several main effects for program type and grade level were found among the various dimensions of engagement, as well as two interactions between program type and grade level. Regarding predictive relationships, results indicate that the linear combination of all seven indicators of student engagement accounted for 19.56% of the variance in students' academic achievement, 17.47% of the variance in students' life satisfaction, and 6.17% of the variance in students' anxiety. Implications for school psychologists and future directions are discussed.

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14

Muse, Herbert E. Jr. "A Retention Issue-Predicting The at Risk Student in Community College Web-Based Classes." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/742.

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This report describes a quasi-replication of an earlier study. The problem of this study was the need to develop an assessment tool that would assess and predict whether Web based learners at the community college were at-risk of failure in this mode of learning. In this study the instrument was used to identify factors that could then be used to discriminate between 276 successful and non-successful Web-based learners at the community college level. Twenty-eight ordinal-level questions, as used in the previous study, and eight more items related to computer and Web-based skills produced seven factors using factor analysis. The seven factors and seven background variables from the original study were used as input for additional quantitative analyses. Discriminant function analysis produced a significant discriminant function and five variables that contributed significantly to that function: Grade Point Average (GP A), Study Environment, Age, Last College Class, and Background Preparation. The function was used to classify (predict) student membership into successful and non-successful groups and classified two-thirds of the cases correctly. This study also presented results from a qualitative investigation into dropout of the Web based learner. Twenty-two randomly selected students who dropped their Web-based course were interviewed and each was questioned about their reasons for dropping the course. The reason given most often for dropout was that the student could not obtain, access, or install all the required learning materials in a timely manner, and that he/she dropped the course while a chance to do so was still available. According to the findings of this investigation, students who had a history of academic achievement, were older, had a positive learning space, and believed they were prepared for this learning environment were more likely to be successful than others who had lesser amounts of these qualities. The study also showed that students who could react quickly to logistical demands early in the course were more likely to persist. Recommendations for further research included using more questions to characterize the domains studied in this inquiry, using another statistic to compute the likelihood of success and failure of the Web-based student, and testing students in other populations.

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15

Funk, Holden E. "A quantitative evaluation of cooking classes taught to college students with Autism Spectrum Disorder." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140473.

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The purpose of this study was to determine the impact a specialized cooking course can have on cooking behaviors in college students with Autism Spectrum Disorder. Specifically, the study aimed to identify if learning how to handle and cook food altered the following variables in young adults with Autism: methods of cooking, frequency of self-prepared meals, and confidence in participants’ ability to prepare meals for themselves.

Subjects were participants in California State University, Long Beach’s Learning Independence For Empowerment (LIFE) Project cooking class- an elective 6-week cooking class offered annually to students with ASD who are students of Disabled Student Services. The class was designed and taught by a Registered Dietitian Nutritionist using recipes that met nutritional considerations for this population. Pre-and post-tests were administered during the first and final sessions of the cooking class; two years worth of data was obtained and combined. Paired samples t-tests data analysis determined that completion of the cooking class significantly increased participant’s cooking frequency, as well as confidence in cooking ability.

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16

Summers, Miriam M. "Educators' Experiences of Cooperative Learning In Adult GED Prep Classes on a College Campus." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7084.

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Research shows that educators working in General Education Development (GED) preparation classes lack research-based instructional practice. Current research further implies that using research-based instructional practices is beneficial to adult learners. The location of this study was a local public community college and satellite locations in a U.S. state on the East Coast that did not assess whether educators were using the research-based cooperative learning methods in GED prep classes. There was no known information to identify research-based instructional practices in GED prep classes. Therefore, the types of instructions educators used and whether educators were producing successful outcomes were both sought to be researched. This qualitative study explored instructional practices and successful GED outcomes. Johnson, Johnson, and Smith's cooperative learning method served as the conceptual framework for this study. Research questions addressed educators' experiences in facilitating and integrating cooperative learning and their need for supports to improve GED outcomes. Purposeful sampling was used to select 8 educators experienced in GED prep class to participate in interview questionnaires. Five of the 8 participants also completed face-to-face interviews. Data were collected from interviews and documents to determine a plan to construct a research-based tool for educators. Qualitative data were coded manually to extract themes. Findings of the study showed that educators working with adult learners did not report standard use of cooperative learning methods in GED prep classes. A workshop was created in order to help educators redesign instructional practices and provide a research-based tool to enhance adult learners' participation and improve GED outcomes.

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17

Aquila, Meredith Suzanne Hahn. "Building the Personal| Instructors' Perspectives of Rapport in Online and Face-to-Face Classes." Thesis, George Mason University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640729.

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This dissertation explores the ways that instructors at a community college perceive instructor-student rapport in online and face-to-face classes. While instructor-student rapport has been shown to play an important role in student retention and success (Benson, Cohen, & Buskist, 2005; Granitz, Koernig, & Harich, 2009; Murphy & Rodriguez-Manzanares, 2012), it has only recently been examined in the context of online education, and generally only from the student’s perspective and not from the point of view of faculty. This study utilized grounded theory methods to create a theory of online instructor rapport building to improve best practices in both online and face-to-face classrooms. Interviews with 22 instructors at a large community college indicated that online rapport-building is often more time-consuming and difficult than face-to-face rapport-building, with autonomy, media richness, and uncertainty reduction, all playing a role in establishing rapport between instructors and their students. Using the collected data, I built on Joseph Walther’s Social Information Processing Theory (SIPT) by placing it in the context of higher education, and created a Theory of Instructor-Student Rapport Online (TISRO) to explain what makes rapport feel strong, weak, or non-existent, from the perspective of instructors.

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18

Arrigucci, Annette Christine. "Student performance with and attitudes toward electronic distributed assessment in first-year composition classes." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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19

Heller, Jennifer. "Academic and white working class perceptions of the economic aspects of white privilege." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4946.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The 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 26, 2007) Vita. Includes bibliographical references.

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20

Owens, Lindsay. "Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin152231524077991.

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21

Park, Amy Stutzman. "Bridging the Gap: Why Many High School Writers Are Not Successful In College Composition Classes." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1388.

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It may be useful to identify this so-called gap that seems to plague first-year college writers before attempting to discover why it exists. In order to identify the gap, I want to define these writers who are leaving high school and finding difficulty in college composition classes. Patricia Bizzell defines basic writers as "those who are least well prepared for college" (Bizzell "What Happens When Basic Writers Come to College?" 294). I'd like to broaden her definition of basic writers and use the term "inexperienced writers" as the field now defines them. In order to fully understand why most college freshman writers are not successful, I will outline the type of thinking and reasoning that students are expected to display when they get to college, and thus the new world view Bizzell discusses in her article. Since Piaget's theory takes us only through the formal operational stage that he claims children may reach when they are 11 or 12 years old, I had to turn to two studies that detail the thinking strategies of late adolescents and adults. William Perry conducted a study in the 1950's and 1960's on the intellectual and ethical development of college students through a series of interviews with undergraduate men. He outlines three world views, or cognitive and ethical developmental stages through which undergraduates pass during their postsecondary education: Dualism, Relativism, and Commitment in Relativism. Perry's model details how students, as they move through the levels, make sense of the information, opinions, and theories confronting them in a college classroom (Perry 57-134). I use William Perry's concept of cultural exploration as Patricia Bizzell interprets it through her article ["What Happens When Basic Writers Come to College?"] to explore the demands of college composition classes. I am using Bizzell's interpretation because she outlines how Perry's model meshes with writing instruction, and writing is the central focus of my thesis. I examine how students are asked to think and relate to their own culture in both two and four-year institutions using Perry's world view stages not so much as a strict guideline, but as a framework for student cognitive development. After determining how the writing curriculum of three different Virginia post-secondary institutions -- Virginia Commonwealth University, University of Richmond, and J. Sargeant Reynolds Community College -- engage with Perry's scheme, I use the model to interpret how two major writing assessments, the Virginia Standard of Learning (SOL) and the SAT essay, coincide with post-secondary philosophy. Finally, I examine how an international curriculum, the International Baccalaureate (IB), corresponds with Perry's scheme and affects writing instruction at the high school level. By analyzing these secondary assessments and curricular program, I move closer to answering why the gap continues to exist.

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22

Mancuso, Charlotte. "Pratiques de bullying et adhesions normatives dans quelques classes d'école et de college en Italie." Doctoral thesis, University of Trento, 2010. http://eprints-phd.biblio.unitn.it/410/1/Mancuso_Charlotte_2010_these.pdf.

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L’étude du harcèlement systématique entre pairs à l’école (school bullying) est-il éclairé par l’approfondissement de la relation aux normes qu’entretiennent les jeunes acteurs ? Quels sont les éléments clé aidant l’identification et la compréhension du phénomène ? A partir d’une redéfinition du bullying insistant sur les apports croisés de chaque protagoniste sur la scène des dynamiques indésirables, le travail propose une étude située du problème. Chaque acte et chaque initiative de type bullying sont ainsi analysés dans le cadre de la situation spécifique qu’ils dessinent et dont ils relèvent à la fois. Pour cela, l’attention est portée sur les attributions de sens et sur la perception réciproque d’adhésions normatives mises en avant par les élèves concernés. Quatre classes scolaires italiennes sont analysées dans leurs dynamiques relationnelles et conflictuelles ; du point de vue de leur organisation, de l’ordre et de la discipline ; en termes d’investissements axiologiques opérés par les jeunes et leur entourage et encouragés par les enseignants. [English Abstract] School bullying: does the study of peer harassment in schools delve deeper into the relationships of young people with rules and values? What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. Four Italian classrooms are examined taking into account the dynamics of their relationships and conflicts; their organization, rules and discipline; the axiological investments made by young people and promoted by their teachers.

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23

Bleffert-Schmidt, Anita. "The Blended Learning Experience of Community College Students." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/94.

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Blended learning has sometimes been calledthe best of both worlds, combining the advantages of face-to-face instruction with the advantages of online learning. It has been in existence for over a decade, and more research needed to be done to determine its efficacy and desirability for community colleges. The goal of this dissertation was to document the ways in which blended learning has changed the community college learning experience. The investigation took place at Ulster County Community College, a small rural college in upstate New York. A mixed method, triangulation design was used. Quantitative data were collected from the college's student database regarding final grades in each of the three delivery modes (face-to-face, blended, and fully online). An analysis of variance looked at difference in achievement among the three modalities. No statistically significant difference was found. Archival end-of-semester student questionnaires were analyzed and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Qualitative data were collected through a student focus group and faculty interviews. Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended. The results suggest that it is not the modality of the course that determines whether or not a student is successful; teacher presence, whether online or in person, is a strong indicator of student success and satisfaction. An instructor who is well-versed in the pedagogy of blended learning, a course with skillfully designed and integrated online components, and an administration that provides channels for technical support, combine to provide students with a successful blended learning experience.

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24

Sewell, Thomas R. "Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3101.

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The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well. The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study. Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions’ student outcomes.

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25

Berger, Nancy Jane. "WHAT IS COLLEGE-LEVEL WRITING? - THE COMMON GROUND FROM WHICH A NEW SECONDARY POST SECONDARY COMPOSITION PARTNERSHIP CAN BE FORMED." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4033.

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In the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe they are instilling in their college-bound students the writing skills required by post-secondary institutions. The students, meanwhile, show up in first-year composition classes to find not only have they not been prepared for college-level writing, they haven't the faintest idea what college-level writing is. Our students have more writing demands on them now than ever before -- both in and outside of academia -- what past CCCC president, Douglas D. Hesse, terms "obliged" and "self-sponsored" writing (349). The job market has gone global and careerism is a reality for the college graduates of today. Yet, college writing instruction represents the last chance students have to learn the rhetorical traditions behind the writing skills, along with the realization that without an understanding of process and purpose, the products they do produce will never reach full potential. It is this seemingly dichotomic relationship between the "global village" job market and the rhetorical tradition that has created the exigence for this research. This study examines twelfth grade English and first-year college composition instruction from the three perspectives comprising the College Writing Contact Zone rhetorical triangle (practitioners-professional organizations-textbooks). Following the model of analysis used by Patrick Sullivan and Howard Tinberg in What is "College-Level" Writing, essays and articles written by high school teachers and first-year composition instructors involved in the "what is college-level writing?" conversation are discussed, examining each for the common threads running throughout their different viewpoints. The curricula at both the 12th grade high school and first-year college levels is also researched, in light of the mandates instituted by the professional organizations of the discipline (the NCTE and CCCC). Specifically examined are the roles these respective professional organizations played in the evolution of 12th grade high school English classes and the first-year college composition course, as we know them today. Finally, the textbooks, which inform the curricula of 12th grade high school English and first-year college composition, are investigated in regards to scope and sequence, assumptions, and authorship. The learning theories driving the textbooks are then used to construct the definition of college-level writing from the perspective of textbook publishers. The answer to the "What is college-level writing?" question emerging from this research is not what one might expect. College-level writing, as an entity, does not exist because college-level writing is the result of college-level discourse literacy. Since first year college students must step outside their comfort zone into Pratt's contact zone, perhaps, "instead of asking how to make high school writing prepare students for college writing ,. . ." we should be asking what literacy looks like"(Thompson 80). Making students aware of the different discourse communities in existence at the college level (Hesse's self-sponsored and obliged) is the first step in their being able to learn what writing is considered appropriate within each discourse community. What is needed is a new paradigm in the form of a transitional composition class that cultivates students as critically thinking writers who are the experts of their own thoughts and ideas. Whether this class belongs in the twelfth grade curriculum or the first-year college curriculum needs to be determined, but its absence is the missing link responsible for the non-transference of writing skills from the high school to the college level, as well as the non-transference of writing skills beyond the first-year composition class within academia. Our high schools, recognizing the fact that all of their twelfth grade English students are not going on to college, teach the writing skills and reading analyses needed for post-secondary school life - whatever that may be. First-year composition instructors assign their essays and research papers expecting their students to already be well-versed in the self-sponsored and obliged discourses of the academy - but they are not. The contact zone is created and the conflict begins because students need to access those discourses if they are to start creating self-sponsored knowledge of their disciplines. It is this 'knowing,' this created knowledge, that transforms our students into writers; the writers for whom we are the stewards.
M.A.
Department of English
Arts and Humanities
English MA

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26

MacIver, Kirsty. "The role of common stimulus functions in the development of equivalence classes." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4593/.

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College students were exposed to training designed to teach nine simple discriminations, such that sets of three arbitrary visual stimuli acquired common functions. For seven of eight participants, three 3-member contingency classes resulted. When the same stimuli were presented in a match-to-sample procedure under test conditions, four participants demonstrated equivalence-consistent responding, matching all stimuli from the same contingency class. Test performance for two participants was systematically controlled by other variables, and for a final participant was unsystematic. Exposure to a yes/no test yielded equivalence-consistent performance for one participant where the match-to-sample test had not. Implications for the treatment of equivalence as a unified, integrated phenomenon are discussed.

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27

Scribner, Leroy A. "A Comparison of Ohio University’s College Student Personnel Classes Using Kouzes and Posner’s Leadership Practices Inventory." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1113834207.

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28

Moosavi, Seyed A. "A comparison of two computer-aided instruction methods with traditional instruction in freshmen college mathematics classes." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2192.

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Scribner, Leroy A. "A comparison of Ohio University's college student personnel classes using Kouzes and Posner's leadership practices inventory." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1113834207.

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30

Bang, Keum Ju. "The study of representative twentieth century piano compositions appropriate for use in contemporary college piano literature classes /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778391.

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31

Ferrell, Dawn M. "The relationship between training in learning style adaptation and successful completion of entry-level community college classes." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3291/.

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The purpose of this study was to determine if there was a relationship between training in learning style adaptation and successful completion of community college courses. The rationale for conducting this study was based on the need for students to learn how to adapt their learning style in order to more effectively learn in any situation. It is also important that community colleges implement strategies that assist in student retention. The learning styles of entry-level community college students were measured using Kolb's Learning Style Inventory Version 3. Students enrolled in entry-level college courses at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was no statistically significant difference in the relationship between students receiving training in learning styles adaptation and successful completion of entry-level college courses, and that students who attended a learning styles training session and those who did not attend a learning styles training session had an equal chance of succeeding in entry-level community college courses. Findings also indicated that students with Accommodating and Assimilating learning styles are less likely to successfully complete an entry-level college course than are students with Diverging or Converging learning styles, yet students with Diverging and Converging learning styles might withdraw from a course rather than risk being unsuccessful. Finally, findings indicated that students who are dissatisfied with the college course and with the instructor of the college course withdraw from college courses.

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32

Mancuso, Charlotte. "Pratiques de bullying et adhesions normatives dans quelques classes d'Ã©cole et de college en Italie." Doctoral thesis, Università degli studi di Trento, 2010. https://hdl.handle.net/11572/368360.

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Lâ€™Ã©tude du harcÃ¨lement systÃ©matique entre pairs Ã lâ€™Ã©cole (school bullying) est-il Ã©clairÃ© par lâ€™approfondissement de la relation aux normes quâ€™entretiennent les jeunes acteurs ? Quels sont les Ã©lÃ©ments clÃ© aidant lâ€™identification et la comprÃ©hension du phÃ©nomÃ¨ne ? A partir dâ€™une redÃ©finition du bullying insistant sur les apports croisÃ©s de chaque protagoniste sur la scÃ¨ne des dynamiques indÃ©sirables, le travail propose une Ã©tude situÃ©e du problÃ¨me. Chaque acte et chaque initiative de type bullying sont ainsi analysÃ©s dans le cadre de la situation spÃ©cifique quâ€™ils dessinent et dont ils relÃ¨vent Ã la fois. Pour cela, lâ€™attention est portÃ©e sur les attributions de sens et sur la perception rÃ©ciproque dâ€™adhÃ©sions normatives mises en avant par les Ã©lÃ¨ves concernÃ©s. Quatre classes scolaires italiennes sont analysÃ©es dans leurs dynamiques relationnelles et conflictuelles ; du point de vue de leur organisation, de lâ€™ordre et de la discipline ; en termes dâ€™investissements axiologiques opÃ©rÃ©s par les jeunes et leur entourage et encouragÃ©s par les enseignants. [English Abstract] School bullying: does the study of peer harassment in schools delve deeper into the relationships of young people with rules and values? What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. Four Italian classrooms are examined taking into account the dynamics of their relationships and conflicts; their organization, rules and discipline; the axiological investments made by young people and promoted by their teachers.

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Bassette, Lorraine Pratt. "An assessment of the attitudes and outcomes of students enrolled in developmental basic mathematics classes at Prince George's community college." Diss., [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2004. http://scholar.lib.vt.edu/theses/available/etd-01072005-164605.

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Rose, Linda Dean. "Teaching and learning in community college a close-up view of student success in accelerated developmental writing classes /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459901941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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35

Garcia, Yors Alexander. "Effect of training structures on the establishment of equivalence classes in college students and individuals with intellectual disabilities." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/355.

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The present studies evaluated the effect of training structures on the development of equivalence classes in college students and individuals with intellectual disabilities. Experiment 1 evaluated the effects of two types of training structures, One-To-Many (OTM) (AB, AC, AD), and Many-To-One (MTO) (BA, CA, DA), on the establishment of equivalence classes in college students. A between group comparison was used in Experiment 1. Forty-two participants were randomly assigned to two different groups. Twenty-one were assigned to the OTM group and twenty-one to the MTO group. Participants in both groups were taught 3 four-member stimulus classes. Participants in both groups were exposed to conditional discrimination training, mixed training, symmetry and equivalence test. Response accuracy and response latency were measured in both groups. The results showed that the MTO training structure was slightly more effective in establishing equivalence classes in college students. In the Experiment 2, six young adults with intellectual disabilities were taught mathematical relations using the MTO training structure which was the most effective training structure in Experiment 1. All participants were taught three 3-member stimulus equivalence classes using the MTO training structure. The experimental sequence consisted of a generalization probe and pretest followed by conditional discrimination training, symmetry test, equivalence test, and posttest. Upon the completion of the training and testing phases a generalization probe was evaluated. Five participants demonstrated equivalence relations. The results show that the MTO training was superior to the OTM in the Experiment 1. Response latencies were faster in the MTO group during the training phases and slower in the testing conditions. Experiment 2 showed that only five participants demonstrated equivalence relations and transferred untaught relations to new setting. Results and implications are discussed in light of the research on equivalence and training structures in both adults and individual with intellectual disabilities.

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Moore, Thurla. "The impact of career development classes on the identity development and career self efficacy of traditional aged college students." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054144903.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains viii, 163 p. Includes abstract and vita. Advisor: Robert Rodgers, College of Education. Includes bibliographical references (p. 130-135).

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Corr?a, Lajara Janaina Lopes. "Cursinho popular: estudo sobre a trajet?ria de estudantes das classes trabalhadoras." Pontif?cia Universidade Cat?lica de Campinas, 2011. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/682.

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Made available in DSpace on 2016-04-04T18:33:03Z (GMT). No. of bitstreams: 1 Lajara Janaina Lopes Correa.pdf: 1662892 bytes, checksum: 6e859d11b2b2a70f52a1b0fe1cc25351 (MD5) Previous issue date: 2011-02-17
This research aims to analyze the trajectories of former students of pre-university course Herbert de Souza, located in Campinas (SP), who enrolled in universities, to identify: (i) points in the trajectories that contributed to longevity school these young people, (ii) how they interpret and evaluate their educational experiences and school and (iii) possible contributions that the institution may have provided for their students to critically interpret the Brazilian school system and become activists in their fight against inequality. Regarding methodology, we conducted desk research on the local community college and semi-structured interviews with seven former students of Herbert de Souza. Because it is a qualitative research, respondents were not chosen according to statistical criteria, but intentional. The search for the respondents, or employees, occurred in part through the test network, whereby the interviewees themselves suggest others to be interviewed, creating a community of arguments. The qualitative analysis of empirical data allow to indicate how results: (i) the almost total absence of incentive for high school teachers for employees to attend craved Higher Education, (ii) in return had influence within and outside the household for the continuation of studies, primarily by attitudes of the families of employees who, though little educated, they pointed to the value of school, (iii) the trajectory of its employees as an arena of struggle in that conflict were not considered good students, not like the school, have low cultural capital and at the same time, have adequate provisions for the sacrifices of schooling, (iv) the entry of these subjects at university does not put an end to these struggles, because the route to higher education remains marked by challenges inescapable and obstacles in the encounter between institutions and teachers trained to work with students from more affluent social classes and our collaborators, in popular classes, (v) evidence that the actions of militant former students to have as a result of inflow and relations established in the preparatory course, (vi) evidence that these actions do not materialize militants in university spaces and (vi) the challenges in setting up a preparatory course intended for the young working class and its double goal: preparing for the examination of vestibular and training critical, despite the efforts of institutions to foster critical interpretations of the Brazilian educational system and the entrance exam, which is difficult to infer the effective implementation of this process in a broader sense. Thus, we conclude that the educational experiences at prep school show a contradiction between the preparation for the exam and training in relation to this critical examination and the Brazilian educational system in general. We expect this work to contribute to a deeper understanding of education through the lives of former students of Project Herbert de Souza, in view of the role of political-educational teaching spaces, which are defined as social movements for democratization of education higher.
Esta pesquisa tem como objetivo analisar as trajet?rias de ex-alunos do curso pr?vestibular Herbert de Souza, situado na cidade de Campinas, (SP), que ingressaram em universidades, buscando identificar: (i) pontos nestas trajet?rias que contribu?ram para a longevidade escolar destes jovens; (ii) como interpretam e avaliam suas experi?ncias educacionais e escolares e (iii) poss?veis contribui??es que a institui??o possa ter fornecido para seus estudantes interpretarem de forma cr?tica o sistema escolar brasileiro e se tornarem militantes na luta contra as suas desigualdades. Quanto ? metodologia, realizamos pesquisa documental sobre o cursinho e entrevistas semi-estruturadas com 7 ex-alunos do Herbert de Souza. Por se tratar de uma pesquisa qualitativa, os entrevistados n?o foram escolhidos segundo crit?rios estat?sticos, mas de forma intencional. A busca pelos entrevistados, ou colaboradores, ocorreu, em parte, atrav?s do crit?rio de rede, pelo qual os pr?prios depoentes indicam outros para serem entrevistados, criando uma comunidade de argumentos. As an?lises qualitativas do material emp?rico permitem indicar como resultados: (i) a quase total aus?ncia de incentivo dos professores de Ensino M?dio para que os colaboradores almejassem cursar o Ensino Superior; (ii) em contrapartida, houve influ?ncia dentro e fora do grupo familiar para o prosseguimento dos estudos, sobretudo por atitudes das fam?lias dos colaboradores que, embora pouco escolarizadas, destacaram para eles o valor da escola; (iii) a trajet?ria dos colaboradores como uma arena de lutas em que entra em contradi??o terem sido considerados maus alunos, n?o gostarem da escola, terem baixo capital cultural e, ao mesmo tempo, terem disposi??es adequadas para os sacrif?cios da escolariza??o; (iv) o ingresso desses sujeitos na universidade n?o p?em fim a estas lutas, j? que o percurso no Ensino Superior permanece marcado por desafios e obst?culos inescap?veis no encontro entre institui??es e professores preparados para trabalhar com alunos de classes sociais mais abastadas e os nossos colaboradores, pertencentes ?s classes populares; (v) evid?ncias de que as atua??es militantes dos ex-alunos se deram em decorr?ncia do ingresso e das rela??es estabelecidas no cursinho; (vi) ind?cios de que estas atua??es militantes n?o se concretizam nos espa?os universit?rios e (vii) os desafios na constitui??o de um cursinho voltado para jovens de classes populares e seu duplo objetivo: o preparo para o exame de vestibular e a forma??o critica; apesar dos esfor?os da institui??o para fomentar interpreta??es cr?ticas do sistema educacional brasileiro e do vestibular, ? dif?cil inferir qual a efetiva concretiza??o deste processo, de um modo mais amplo. Sendo assim, conclu?mos que as experi?ncias educacionais no cursinho mostram uma contradi??o entre a prepara??o para o vestibular e a forma??o cr?tica em rela??o a este exame e ao sistema educacional brasileiro, de uma forma geral. Esperamos com este trabalho contribuir para um aprofundamento do conhecimento da Educa??o a partir da trajet?ria de ex-alunos do Projeto Herbert de Souza, tendo em vista o papel pol?tico-pedag?gico destes espa?os de ensino, que se definem como movimentos sociais para a democratiza??o da educa??o superior.

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Perez, Armando Isaac. "The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/4144.

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A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any effects on mathematics anxiety or achievement. Eight sections of college-algebra courses were administered the Mathematics Anxiety Rating Scale (MARS) to determine levels of mathematics anxiety and the Texas Higher Education Assessment (THEA) to determine levels of mathematical achievement. Results of the study suggest that journal-writing decreases levels of mathematics anxiety among students. In addition, the study suggests that males and females do not differ in terms of mathematical achievement. These finding are consistent with previous studies. However, the study also suggested that males and females report the same levels of mathematics anxiety and that journal-writing does not increase mathematical achievement. This is in contrast to previous published studies.

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Li, Ming. "An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86143.

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Communicative Language Teaching (CLT) is regarded as an effective approach to teaching foreign languages because it focuses on students' engagement and communicative competence. In the realm of educational psychology, researchers have identified many teaching strategies that can have positive effects on students' motivation and engagement. Jones (2009, 2015) synthesized these strategies and created the MUSIC® Model of Motivation. MUSIC is an acronym for the strategies related to eMpowerment, Usefulness, Success, Interest and Caring. The MUSIC model can be used to help instructors to redesign their instruction to motivate and engage their students in learning activities. The purpose of this research was to examine the effectiveness of incorporating the MUSIC model strategies into CLT classes at a university in China. I used a self-report survey comprised of seven subscales (representing five motivation-related variables and two engagement variables) to collect data on students' course perceptions and their engagement in a college English class. The participants were first year college students at a university in central China (n = 259). Independent samples t-tests, regression, and correlation were used to answer the following two research questions: 1. Is there a difference in students' motivation and achievement in traditional lecture classes versus CLT classes that incorporate MUSIC model strategies? 2. To what extent do students' MUSIC model perceptions relate to their engagement and achievement? The results indicated that there was a significant difference between the traditional lecture class and the CLT classes incorporating MUSIC model strategies. Students in CLT classes perceived more control in the class, found the course to be more useful, were more interested, and perceived more caring from their teacher. As a result, students in CLT classes put forth more effort and achieved higher scores on a standardized English test. In addition, the results revealed that students' MUSIC model perceptions predicted their engagement both in CLT classes and the traditional classes. However, the results showed that the MUSIC model components did not significantly predict student achievement. These findings suggest that the MUSIC model and the MUSIC Inventory are ideal tools for Chinese college English teachers to use when they design instruction.
Ph. D.

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40

Aalharbi, Anwar Has. "Ways of Understanding and Perceiving Learner-Centered Education in Technology- Based Classes Among Faculty Members in a College of Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554125737020589.

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41

Sproat, William. "Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3371.

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Educators expect the number of institutions offering online courses and the number of students enrolling in these courses to increase as many students, particularly nontraditional students, discover the advantages of online content delivery. Online courses require new methods of communication between students and faculty as well as discovering new ways to build relationships, earn student trust, conduct appropriate assessment, and deliver useful course content. Many institutions—public, private, and for-profit—offer a wide variety of online coursework but faculty, employers, and the public have expressed concerns about the quality of online course content. In particular, online delivery of coursework in the natural and physical sciences, courses previously offered only in an on-ground format because of their laboratory components, has raised questions about efficacy. The current study was designed to investigate whether there were significant differences in student success between online and on-ground second semester anatomy courses at a community college in East Tennessee during a 5-year period. Statistical analyses were conducted on the following variables: lecture final examination grade, final lecture course grade, final laboratory course grade, sex, age, and content delivery for students enrolled in online and on-ground Anatomy 2 courses at the participating community college. The results of this study indicated that the most successful students in Anatomy 2 lecture and laboratory classes were older (nontraditional-aged) male and female students who attended on-ground classes. Older students in on-ground classes were more likely to earn an A in both lecture and laboratory classes than younger (traditional-aged) students. On-ground male and female students also gained admission into the nursing program at a greater rate than did male and female students from online sections. While age apparently made no difference in the admission rate for female students, older male students from on-ground sections had a greater admission rate than younger male students.

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Schreiner, Amy Marie. "Evaluation of an expectnacy [sic] challenge curriculum in reducing high risk alcohol use among college students when modified for large classes." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003114.

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43

Matika, Richard S. "STUDENT AND INSTRUCTOR PERCEPTIONS OF FACTORS IMPORTANT FOR STUDENT SUCCESS IN ONLINE AND IN-PERSON ALGEBRA CLASSES AT SOMERSET COMMUNITY COLLEGE." UKnowledge, 2012. http://uknowledge.uky.edu/epe_etds/4.

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Online mathematics courses at Somerset Community College (SCC) have traditionally had a lower retention rate than their in-person counterparts. This study looked at online and in-person students at SCC in the courses Intermediate Algebra and College Algebra. Beginning of semester student demographics were considered to determine whether or not the online and in-person student populations were comparable. End of semester student demographics, retention rates, and grades on the final exams were examined to determine whether or not there were patterns among completer students. Finally, a survey was administered to students and instructors to determine their perceptions of several factors thought to influence student success and to determine areas of agreement and disagreement among these factors. Follow-up telephone interviews were given to instructors and students in order to identify areas that were not covered in the survey. The results indicated that although online courses tended to attract older students, the online and in-person student groups were similar in terms of make-up. This was true both at the beginning and at the end of the semester. The in-person sections showed better results, both in terms of retention and grades on the final exams. The survey results were analyzed using Rasch analysis. This showed differences between students and instructors, most importantly in the areas of student self-efficacy behaviors and communication between instructor and student. These differences between students and instructors were generally exacerbated in the online sections indicating that these areas might have had an impact on the lower retention and grades of the online sections.

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Richards, Catherine. "How useful are bounded online chat rooms as a source of pastoral support in a sixth-form college?" Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66451/.

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Since the introduction of chat technology there has been resistance within education to fully engage with it partly due to policy making that has left teachers disempowered (UCLAN 2002:66). Unlike other innovative technologies, its use has been limited. Pastoral support has developed significantly in education but in some instances, like chat rooms, has been viewed with scepticism. One reason for this scepticism may be that a clear measurable link between support and achievement is not easily proven. However, there is widespread acceptance that academic success is not the only measure of intelligence (Gardner 2006) and that supporting and understanding how young people communicate with each other and feel supported is an important research area for development. This research uses exploratory case study to consider the introduction of a bounded bespoke chat system into a sixth-form college. A range of sources are considered including semi-participant observation, chat transcripts and observational diaries. It is shown that the introduction of such a system can be managed effectively and be useful for students. The research reveals there are critical drivers for its successful introduction. The first relates to the role of the moderator, including perceptions about them and their impact on rules and boundaries for behaviour. The study shows that finding moderators with the appropriate level of skill is challenging. It also shows that students access support online in different ways compared to offline and that the use of topics can influence their behaviour. Anonymity, gender, the use of „text speak‟ and participant consciousness all affect communication. Future research is proposed into the specific impact of the gender of the moderator on chat usage, the impact of an individual institutional culture on the willingness of learners to use chat, attitudes of stakeholders towards chat and the purpose of "lurking" in bounded environments.

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Yang, Fan. "Applying Cooperative Development in Exploring College English Teaching in a Large Class Format in China." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3572.

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Large class size as a growing phenomenon in developing countries is closely related to two reasons: initiatives to achieve universal education and rapid population growth (Bendow, Mizrachi, Oliver, & Said-Moshiro, 2007; Shehu & Tafida, 2016). Given the fact that the large class phenomenon cannot be eliminated within a reasonable amount of time, it is important for teachers to develop effective strategies to teach English in large classes (Hayes, 1997). The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness by a College English teacher of her pedagogy, especially related to large class teaching, and to provide insights which might be useful to teachers who teach large classes in China and around the world. The research site for this study was a four-year college in northern China. Data were collected from document analysis, observations, and discussions to answer the research questions. The post-observation discussions were structured by using the theoretical frameworks of the Cooperative Development model and a “collaborative conversation” approach. From a series of data analysis, four themes were generated from the data which included student participation, affective factors, classroom management, and instructional strategies. This study also provided implications of the findings and recommendations for further research.

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Woolstenhulme, David R. "Comparing likelihood of recruitment to university among concurrent enrollment students taking classes distance-delivered and face-to-face." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1800001351&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Plinski, Christie M. "Does AVID Higher Education (AVID HE) Increase Student Term-to-Term Progression, Persistence toward Credited Classes and Social Capital for First-Generation College Students Placing Into Developmental Education| A Mixed Methods Study." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825692.

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Анотація:

Often considered the gateway to the middle class in the United States, community colleges are struggling to find ways to support all students in career planning and preparation. Unfortunately, increasing numbers of first generation students who enter community colleges through the door of open access, place into developmental education (remedial) courses and must satisfactorily complete this often-rigid sequence before beginning college level classes. For many first-generation, under-prepared, underresourced students, this is a frustrating and often insurmountable barrier, causing many students to abort their postsecondary training.

Creating intentional conditions and instructional strategies that support student learning is essential in increasing the number of first-generation, under-prepared and under-resourced students who enter and complete postsecondary training and degrees. Advancement via Individual Determination Higher Education (AVID HE) is one identified holistic support strategy showing positive trends in supporting this student population on one community college campus.

This study used a mixed methods approach which included both a statistical analysis of a treatment group in a combined reading/writing course called WR91 Mt Hood Community College AVID HE Learning Communities and two stand-alone reading/writing courses called RD90/WR90 courses, along with a case study qualitative methodology to investigate how AVID HE supports pre-college developmental education students to develop sufficient social capital to transition from non-credit (pre-college) to credited courses and programs.

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Perry, Wendell. "An assessment of the attitudes and anxieties of the African-American students who were enrolled in Developmental Mathematics II classes at Halifax Community College." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/39108.

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Neto, Jayr de Andrade Pimentel. "Os pioneiros: a desigualdade digital entre membros das classes médias na cidade de São Paulo." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-05042012-102617/.

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Este estudo teve como objetivo entender os modos de uso de computadores por diferentes membros das camadas sociais médias na cidade de São Paulo, em um momento histórico de aumento do consumo das classes menos privilegiadas. Levando-se em conta a teoria dos campos de Bourdieu, a hipótese central deste estudo é a de que os diferentes modos de uso dos computadores são originados a partir da distribuição desigual dos capitais econômico e cultural entre membros dos diferentes grupos sociais pesquisados. Através da etnografia dos usos, foi possível observar e comparar diversos modos de uso do computador e da internet que colaboram com a hipótese central. Esta pesquisa apresenta as barreiras que a desigualdade digital impõe às classes menos privilegiadas assim como também apresenta algumas estratégias de superação dessas barreiras que essas classes adotam.
This research aimed to understand the different ways in which members of the middle classes in Sao Paulo City have been using computers. The timing of this study is particularly special as it took place in a period when the consumption power of the unprivileged classes was gaining momentum. Based on the Bourdieus fields theory, the main hyphotesis of this dissertation is that the different ways in which computers have been used stem from the unequal distribution of both economic and cultural types of capital among the members of the social groups analyzed. Having the ethnography of use as the main approach for the data collection procedures, it was possible to identify and compare different ways to use computers and the internet that corroborate the main hyphotesis. This study features the barriers that the digital inequality imposes to the unprivileged classes and the strategies those classes use to overcome such barriers.

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Riley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.

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This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.

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