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Clayton, Sue. "Women being and becoming academics : exploring gendered career journeys and their implications for academic development." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54339/.
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Whilst the literature of academic identity is well represented in the sociology of Higher Education (HE) in the UK, personal narratives of journeys through the process of being and becoming an academic are less present. The potential of narrative methodology to produce different knowledge by producing knowledge differently (St. Pierre, 1997) is used as a conceptual framework to co-construct case stories of the career journeys made by five women academics within a globalised academy in the early 21st century. The study draws on two principal theoretical frameworks to contrast the dynamic relationships between gender, structure and agency and their implications for Academic Development. These are: the critical realist theories of Margaret Archer (1995; 2000; 2003; 2012) and Judith Butler's work on gender ‘performativity' (1990; 2005; 2004). In terms of senior roles at policy level the Academy can be seen as a male dominated sphere. My thesis focuses on women's journeys to foreground the effects of wider social relations and how they impact on women's academic identities and careers to continually reproduce dominant discourses of a male hegemony and neo-liberal socio-economic climate. The consequential distortions in academic development practices are framed in the light of this knowledge. This contributes knowledge to the literature of Academic Development in Higher Education and has implications for my own professional practice as a Head of Continual Professional Development (CPD) for Teaching and Learning in a pre-92 University. Three broad research questions guided this exploration. 1. What are the experiences of women academics in developing their careers and academic identities? 2. How can case stories of the career choices made by women academics help academic developers understand gender inequalities in higher education? 3. What are the implications of gender equalities in the academy for the practices of Academic Development? The stories at the centre of this thesis speak of grand narratives; the ontological puzzles of structure and agency; class and gender oppression finding symbolic expression in women's lives and institutional structures. There is no lack of agency in the voices of these women, and the first person narrative highlights that sense. However, from the narrative can be seen identity formed by individual struggles within macro and micro sociological forces. By theorising academic women's lived experience at the micro-level, this thesis makes an original contribution to the field of Academic Development and affords opportunities for the widening of debate within the macro policies and micro practices of Academic Development; it supports counter-hegemonic gender discourses of HE which have been established from global studies of equalities in Higher Education. My study accords with feminist standpoints which conclude that policies based on polarised understandings of equalities which focus only on agency rather than structure will not redress the wider nor internal social inequalities which women face (Morley, 2012). I argue that the subsequent distortion in equalities policy making in the academy has implications for Academic Development. A significant finding in my study is that academic development practices cannot be seen as a dominant influence in the career journeys of my respondents. This finding supports the counter-hegemonic discourses of Academic Development which suggests that Academic Development and practices, promoted through managerialist agendas are inevitably seen as part of the masculinist, neo-liberal hegemony, and are more likely to reproduce hegemony rather than contest it. In conclusion, looking for strategies whereby Academic Development may better support gender equalities, my thesis suggests that academic developers, caught in the eternal dilemma of ‘straddling' personal values and hegemonic discourses become more explicitly aware of the game (Lee and McWilliam, 2008) and make more creative use of the ways in which non-formal value-based approaches and dialogue can replace monolithic initiatives.
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Kaburise, P. "Extended degrees : a Univen study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/586.
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Published ArticlesThe four year extended degree (ED) with a foundation provision is one of the academic intervention tools available to underprepared students in higher education institutions (HEIs). University of Venda (Univen) introduced this form of assistance in 2007 to students enrolled in the Schools of Human Sciences, Management and Law (HML). The 15% completion rate for this first cohort is a cause for concern. This paper examines the implications of this result in terms of Univen's implementation of EDs. EDs can be variously applied dependent on the peculiar situation in an institution and it can be assumed that Univen chose the current format after due consideration of all factors. The poor throughput rate of these students, however indicate otherwise, motivating this investigation. An examination of the curricula for the various degrees indicates that Univen is implementing a blend of the various academic interventions without the necessary reconfiguration of teaching and learning and this might be the cause for the poor performance. The final sections of the paper contribute to the debates on topical issues related to academic literacy and support such as an extended high school period and a four year generic bachelor's degree.
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Lara, Robert. "Predictors of degree attainment assessing graduation effectiveness at selected colleges and universities /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1196416961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Novotny, Theresa Carol Beebe. "Contributing factors to the bachelor's degree attainment of males in the United States." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/tbeebe/Novotny_Theresa_C_B_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 195-208) and appendices.
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Dawson, Stephanie Anne. "The perceived need for a master's of science in dental hygiene degree program in Ohio : opinions of licensed dental hygienists' and baccalaureate degree dental hygiene program directors /." Connect to resource, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1234526949.
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Ingham, Deena. "What's the value of a degree? : graduates' perceptions of value of their undergraduate degrees." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/603544.
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This thesis sets out to analyse perceptions of the legacy value of an undergraduate degree from graduates at different distances since graduation. This perspective has not been systematically sought within higher education today. Submission of the work comes as attention in England is focused on ‘teaching excellence’ and Government expectations that a higher education degree should deliver lasting value to graduates and taxpayers alike. Thus the work has importance in providing new research identifying that the graduate voice supports more realistic student expectations and effective curricula. Underpinned by constructivist theories of research (Kukla, 2000) and learning (Dewey 1916) the study sought to understand the value of a degree through the experiences and perceptions of graduates. It explored with them how they recognise and allocate value within well-established areas such as economic/financial, academic and personal, defined by previous researchers including Barnett (1990), Mezirow (1991) and Caul (1993). A mixed methods two-phase study gathered quantitative and qualitative data from 15 interviews and an online survey of 202 graduates from universities in England across all institutional mission groups. Graduates were invited to examine and allocate the relative value of their degree in economic/financial, academic and personal terms. The primary conclusion was that whilst 99 per cent of graduates perceived value in their degree they attributed least value to the economic/financial benefits. This indicates a discrepancy between graduate perceptions of value and the hegemonic cost/benefit discourse that underpins political policy around individual tuition fees. The findings additionally determined a statistically significant relationship between students’ entry motivation and graduate perception of degree value. Graduates whose entry motivation as students had been to meet the expectations of others were more likely to perceive lower value in their degree than those motivated by personal aspiration and a career goal requiring a degree. Graduates reporting the highest value perceptions also evidenced selfauthorship during their degrees. The relationship between high perceptions of value and likelihood to recommend a degree or institution emerged as statistically significant. Analysis of the findings resulted in the creation of a conceptual model of graduate perception of value which recommends institutions resource drawing on the graduate voice to develop and sustain value within and surrounding a degree to sustain their work. The findings revealed implications for sustaining student enrolment and institutional advancement in an increasingly commercialised, competitive and marketised sector. The thesis demonstrates ways in which regular collation and publication of graduate perceptions of value evidence, and inform, the legacy of undergraduate degrees across the sector and from specific institutions.
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Nickolich, David A. "Discovering the behaviors that facilitate or impede the dissertation completion of selected doctoral students having the all but dissertation (ABD) status." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312660.
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The purposes of this study were: 1) to better understand the doctoral experience as participants described the meanings they gave to their experiences, and 2) to increase understanding about the ways in which the meanings attributed to their doctoral experiences enhance our understanding of doctoral persistence and attrition. The descriptions of the behavior of the selected doctoral students interviewed may help current and future doctoral students, university administrators, and faculty in the common goal of having more scholars complete their dissertations. This study contains rich descriptions of the experiences of nine purposively selected doctoral students in Adult, Higher, and Community Education at a Midwestern university who have completed their doctoral coursework and their comprehensive examinations. All participants were in the all but dissertation (ABD) status at the start of the study. Four participants graduated with the doctorate after the evidence was gathered for this study. One participant remains as an ABD in two doctoral programs. The two interviews with each of the nine participants were semi-structured. They generated evidence that answered the research questions, but also generated additional descriptions of behavior over the entire time period of the participants' doctoral programs. These additional descriptions provided a greater richness to this study.This research study was guided by several research questions. The primary question was:What behaviors filled the three years following the completion of the course requirements and comprehensive examinations for the doctoral degree other than completion of a dissertation? The secondary questions were:What decisions accompanied these behaviors? What rewards were gained by completing the course requirements? A systematic phenomenological analysis identified three major themes: 1) "The value of the doctorate program and degree", 2) "The doctoral experience", and 3) "Facilitators, barriers, and distracters". The three themes each had sub-themes.Six recommendations were provided for facilitating the completion of the doctoral degree. Each study participant is a highly successful individual. Each agreed that this doctoral program has been a tremendous help professionally and personally. None are to be considered failures even if they remain an ABD.Department of Educational Studies
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Marsden, Helen, and n/a. "DEGREES OF CHEATING: AN EXPLORATION OF STUDENT ACADEMIC DISHONESTY IN AUSTRALIAN UNIVERSITIES." University of Canberra. Psychology, 2008. http://erl.canberra.edu.au./public/adt-AUC20090617.112944.
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It can be argued that perceptions of the quality of the nation's universities are
fundamental to Australia's economy. At a time when universities are competing more and more in a global marketplace, reputation is a key factor in attracting students, and therefore funding. When reputations are called into question, the sustainability of institutions becomes uncertain.
Scandals surrounding academic dishonesty in Australia have not been uncommon in recent years. In response, universities have demonstrated an increasing awareness of the problem and a move toward updating or instigating policies to deal with it. However, the evidence base for such policy development is scant. Outside the USA, there have been few studies of academic dishonesty and virtually no large-scale, multi-campus research.
The present research was designed to provide such an evidence base. Three studies were conducted to explore the extent and nature of dishonest academic behaviour, together with an investigation of factors which might precipitate students' engagement in these activities. In addition to variables which had previously been shown to be related to cheating, it was theorised that factors identified by General Strain Theory as being related to delinquency and general deviance, may also be associated with student cheating.
A large-scale multi-campus survey was conducted (N= 9543; 11 universities). Findings were analysed to assess the extent of cheating amongst students and identify factors
which contribute to these behaviours. Two qualitative studies followed which were designed to tap the experiences of, and understandings about, academic dishonesty of both staff and students. Overall the research established that levels of dishonest academic behaviours by the students in this study, while still worryingly high, are somewhat lower than those reported in the international literature. A number of risk factors for student engagement in dishonest behaviour were identified. Chief amongst these were the experience of stressful life events and the presence of dishonest peers. To a lesser, but still significant extent, were factors related to student age, year of enrolment, and field of study. Implications for addressing the problem at the level of policy development and strategic response are discussed.
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Davis, Benjamin K. "Determining the Value of a Master's Degree in Construction Management." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/742.
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The purpose of this study is to determine the value of a master's degree in construction management in southern Idaho. A telephone and Internet survey was employed to determine the value that members of the construction industry in southern Idaho place on construction management (CM) degrees, both graduate and undergraduate. The survey included 27 self-described general contractors who are members of The Associated General Contractors of America (AGC) in regions 3 and 4 in the state of Idaho. Regions three and four include Twin Falls, Idaho Falls, Pocatello, Ketchum, Burley and surrounding communities. Following the compilation of surveys, it was found that the group of participants 1) knew there was a bachelor's degree in CM; however, some didn't realize there was a master's degree in CM; 2) felt that education is sometimes over rated; 3) perceived no difference in hiring an undergraduate v. a graduate in terms of monetary value. There was a perceived value in a master's degree itself.
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Gibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.
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Muehlhausen, Beth L. "Dual Degree Programs in Social Work and Divinity: Graduates' Experiences of Journey Companions." Connect to resource online, 2010. http://hdl.handle.net/1805/2208.
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Thesis (Ph.D.)--Indiana University, 2010.Title from screen (viewed on July 21, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Katharine V. Byers, Frank Caucci, Rebecca S. Sloan. Includes vitae. Includes bibliographical references (leaves 118-128).
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Puffer, Glenn Robert. "Graduates, employers and the academy perceptions of the quality and utility of external degrees over twenty five years /." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/puffer/PufferG1205.pdf.
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Haggarty, Alistair McNeil. "A prosopographical analysis of Scottish-qualified medical practitioners in London, c1861-c1921." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231815.
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The 1858 Medical Act removed geographical boundary restrictions on medical qualifications conferred in the United Kingdom, yet historians have hitherto overlooked this aspect of the legislation. This thesis uses practitioners working in London who held a Scottish qualification between 1861 and 1921 as a case study to consider the implications of this feature of the Act. It uses a database constructed using the Medical Directory and follows a prosopographical approach to examine the careers of these practitioners and identifies several defining characteristics that were a consequence of their training and qualifications. The central argument is that Scottish degrees and licences conferred certain opportunities and restrictions on their holders, which could assist practitioners in their careers or limit the work they undertook in the capital. However, these characteristics were not uniform across the entire group. There were differences between those who held a corporation's licence and a university degree, and the increasing number of women in the medical profession revealed a gender divide that diminished the relevance of holding specific qualifications for women. Furthermore, the introduction of panel practice under the 1911 National Health Insurance Act added an extra dimension to these distinctions. Panel doctors could acquire a practice from the government regardless of their qualifications, meaning they were less reliant on their own connections and networks. Additionally, the ongoing tensions between panel and non-panel doctors introduced new divisions into the profession that, in some respects, overshadowed previous boundaries.
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Gerstman, Regina Lee. "Multiple career identities : the key to career development and career transitions of second advanced degree seekers /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Renaud, Esteban Alejandro. "Meaningful experiences in graduate school among Hispanic/Latino/Chicano faculty who attained their Ph. D /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091961.
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Van, Duzer Eric Viard. "ABET engineering criteria 2000 : a guarantor of quality?" Full text available online (restricted access), 2000. http://images.lib.monash.edu.au/ts/theses/vanduzer.pdf.
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Williams, Carol Thomas. "Paradigm shift in African American funeral customs looking through the lens of oral history and consumer culture /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/carol_t_williams/Williams_Carol_T_200808_Edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by John Weaver. ETD. Includes bibliographical references (p. 208-218) and appendices.
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Fluker, Powhatan Leflore. "A follow up of Alcorn State University 1982-1986 agricultural baccalaureate degree graduates." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77797.
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This study described the Department of Agriculture at Alcorn State University (ASU) as perceived by the agricultural baccalaureate degree graduates. Additionally, the study established a biographic and demographic data bank of these graduates for future reference and use by the Department. A descriptive research design was used for the study. The total population for the study was the 160 graduates from all agricultural program areas at ASU from 1982-1986. Data was collected by a questionnaire developed by the researcher with assistance from two review panels. Mailed instruments were returned by 102 graduates representing a 64% response rate. Data were summarized by frequency distributions, percentages, measures of central tendency and measures of variability as appropriate for each variable item. Statistical analyses were performed using the Statistical Analysis System computer package at ASU.
The following major conclusions were reached: (1) the graduates perceived the faculty as being effective in the Department of Agriculture at ASU, (2) graduates perceived that certain curricula in the Department were less than adequate, especially that the number of semester hours in communication skills and agricultural engineering courses needed increasing, (3) the graduates perceived the facilities in the department as insufficient and that additional intern training centers are needed, {4) graduates reported little participation in professional and civic activities, (5) graduates were willing to participate in recruitment for the department, and (6) most graduates were currently employed.
Major recommendations made were: (1) strategies be developed to improve communications with agricultural agencies and industries, (2) the Department of Agriculture closely review the current curriculum to determine how communication, agricultural engineering and computer skills could better be integrated into the undergraduate curriculum, (3) agricultural graduates be contacted to assist in locating appropriate off-campus training centers for student internships, and (4) each program area of the Department needs to further analyze the data collected from the graduates to assist in making programmatic improvement.Ed. D.
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Lin, Mei-Chin. "Taiwanese college students' quality of effort and their self-reported educational attainment /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841318.
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Brent, Gayle Trisha. "Exploring academic staff perceptions of employability-based learning in STEM." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/385558.
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This thesis reports the results of research that explored academic staff perceptions of employability-based learning. It highlights six key themes that emerged from the research, with a specific focus on the challenges to embedding employability, and an identification of associated opportunities. This research is significant because there is substantial evidence to suggest embedded employability-based learning initiatives are not necessarily having significant impact (e.g. Bennett, Richardson & MacKinnon, 2016), despite the volume of work being done to develop frameworks and models of employability that attempt to align graduates’ skills with employers’ needs (e.g. Pegg, Waldock, Hendy-Isaac & Lawton, 2012).
The six themes identified range in scope from broad perspectives about the changing purpose of university education, through to local level concerns about staff willingness and efficacy with respect to embedding employability-based learning. Specifically, the research identified factors that impact academic staff attitude to employability-based learning including the effect of the disparity between perceived expectations on individual academics compared with university-level initiatives; implications arising from unrealistic staff workloads; and the effect of student attitude towards employability on staff willingness to innovate and introduce embedded employability-based learning. The research also revealed academic staff perceptions of the opportunities to address employability, including the potential to leverage academic-industry connections and academic-student connections to enhance student- industry connections.
The practical output from this research is a holistic model that presents key areas for consideration for university leaders and curriculum designers to help assess a university’s strategic readiness to embed employability. The model emphasises practical action at each of the hierarchical tiers of the University, and it acknowledges the extent to which action in one leadership tier will impact the potential for action in each of the subsequent tiers. The model focuses on pragmatic considerations to overcome the challenges to embedding employability identified by those on the ‘front line’ of teaching – academic staff, and, by identifying potential actions, it provides insight about potential opportunities. The research was conducted as a qualitative study, based on twelve semi-structured interviews with academic staff who all had some interest in or experience teaching employability or experiential learning (authentic learning activity and assessment).Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Marriott, Laura-Lee. "Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/322740.
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This study aims to contribute original knowledge of the identity ofpost-1992 academics to inform the debate surrounding the professionalization of higher education teachers. The setting was a modem university in the East Midlands. Bourdieusian theoretical conceptualizations of the mediated relations between agency and structure (habitus/field theory) were applied to deconstruct/reconstruct the nature of these relations within the university's academic workforce. This investigation revealed disjunctions amongst staff members. The study's findings suggest that these might be addressed through structured training in the logic of practice for recruits. Bourdieu [1930-2002] developed a mixed methods methodology, combining positivist and phenomenological research paradigms to ensure breadth and depth in ethical data interrogations. This approach informed the sequential mixed design of the study. The first phase (survey) elicited profile and benchmarking data and perceptions of field forces and conditions from sixty respondents. Most lacked teaching qualifications or experience on entry. The second phase (fifteen interviews) captured personal narratives for subsequent thematic analysis. Current evaluation of primary data indicates three significant trajectories analyses: effective actionlbehaviour arising from the meaningful convergence of the individual's competences (mapped as habitus), the organizational environment (field) and the job's demands (practice). Data filtration through these lenses uncovered destabilizing divergences. Significantly, most participants eschewed identification as an 'academic'; seeing themselves as first and foremost a teacher. Their key concerns were negative perceptions of management and student demands as threats to personal efficacy, thus an accredited teacher training programme instilling a dual professionalism was broadly welcomed. This study provides timely sociological perspectives on the government's recent positive correlation between funding and new staff accreditation. Institutional reliance upon existing and contract staff, however, suggests their training needs warrant further investigation. This thesis argues for such training to make explicit the science of pedagogy and the art of teaching to all teaching staff through the conscious integration of habitus/field theory in higher education teacher training. In this way, both agent and field are strengthened, to their mutual advantage.
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Gerlach, Jennifer M. "The Lived Experiences of Academic Advisors with Counseling Degrees in Addressing Wellness with College Student-Athletes." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5004.
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The purpose of this qualitative phenomenological study was to investigate the lived experiences of academic advisors who have master’s degrees in counseling in addressing wellness with college student-athletes. Of particular note was to explore if they addressed wellness and, if so, how they addressed wellness. Extant literature is replete with evidence documenting the numerous challenges and stressors student-athletes experience due to their athlete status. Prior to this study, the role of the academic advisor in addressing wellness has not been represented in the literature. This study examined the lived experiences of 10 academic advisors with counseling degrees, or currently enrolled in graduate level counselor education programs, in addressing wellness with college student-athletes through semi-structured individual interviews. Results from the data analysis yielded four themes and seven sub-themes: Academic Skills and Planning, Counselor Practice and Knowledge (emphasis on fostering relationships, counseling skills and theory, and athletic empathy), Barriers to Seeking Support Services, and Cultivating Holistic Wellness in Student-Athletes (career and life skill development, psychological support, coach-advisor relationship, and case management). The findings suggest that academic advisors are addressing wellness with their college student-athletes. Moreover, the results provide specific insights as to how academic advisors utilize their counseling skills when providing wellness services. These results provide several implications for counseling programs, academic advising, and athletic departments. Suggestions for future research are also included.
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Gardner, Susan Kristina. ""If it were easy, everyone would have a Ph.D." doctoral student success : socialization and disciplinary perspectives /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Spring2005/s%5Fgardner%5F040605.pdf.
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Quddusi, Hajrah. "Role of internal degrees of freedom in the quantum tunneling of the magnetization in single-molecule magnets." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5442.
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The prominent features of single molecule magnets (SMMs), such as the quantum tunneling of the magnetization (QTM), are conventionally understood through the giant spin approximation (GSA) which considers the molecule as a single rigid spin. This model often requires the inclusion of high order anisotropy terms in the Hamiltonian, a manifestation of admixing of low lying excited states that can be more naturally understood by employing a multi-spin (MS) description i.e. considering the individual spins and the interactions between ions within the molecule. However, solving the MS Hamiltonian for high nuclearity molecules is not feasible due to the enormous dimensions of the associated Hilbert space that put it beyond the capability of existing computational resources. In contrast, low nuclearity systems permit the complete diagonalization of the MS Hamiltonian required to sample the effect of internal degrees of freedom, such as exchange interactions and single ion anisotropies, on the QTM. This dissertation focuses on the study of low nuclearity SMMs in view of understanding these subtle quantum effects. To accomplish this, we have developed a series of magnetic characterization techniques, such as integrated microchip sensors resulting from the combination of two dimensional electron gas (2DEG) Hall-Effect magnetometers and microstrip resonators, capable of performing measurements of magnetization and EPR spectroscopy simultaneously. The thesis bases on a comparative study of two low nuclearity SMMs with identical magnetic cores (Mn4 dicubane) but differing ligands. Notably, one of these SMMs lacked solvent molecules for crystallization; a characteristic that gives rise to extremely sharp resonances in the magnetization loops and whose basic QTM behavior can be well explained with the GSA. On the contrary, the second SMM exhibited mixed energy levels, making a MS description necessary to explain the observations. We have also examined the role of internal degrees of freedom on more subtle QTM phenomena, leading to the explanation of asymmetric Berry-phase interference patterns observed in a Mn4 SMM in terms of a competition between different intermolecular magnetic interactions, i.e. non-collinear zero-field splitting tensors and intramolecular dipolar interactions, resulting in astonishing manifestations of the structural molecular symmetry on the quantum dynamics of the molecular spin.Ph.D.
Doctorate
Physics
Sciences
Physics
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Spencer, Stanley. "Perceptions of college students, parents, and employers in southwest Ohio concerning associate degrees." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318452.
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Ellis, Martha M. (Martha McCracken). "Faculty Preparation in American Higher Education: Academic Lineage as a Predictor of Career Success." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279026/.
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The purposes of this research were to determine (1) the extent to which faculty are employed by the types of institutions from which they earned their doctorates in the United States, (2) the extent to which faculty have higher professional rank at employing institutions tat are the same type of institutions as those from which they earned their doctorates, (3) the extent to which female faculty are employed by the types of institutions from which they earned their doctorates, (4) the extent to which female faculty have higher professional rank at employing institutions that are the same type of institutions as those from which they received their doctorates, and (5) the extent of variability across academic disciplines in which faculty are employed by types of institutions from which they earned their doctorates. An exhaustive review of the literature on academic lineage was used to develop this research. All stratified random sample of 260 institutions from 2,873 colleges and universities was selected by Carnegie Foundation classification categories. Institutions were selected at random until the number of faculty members in each category corresponded to the estimated national distribution of faculty across Carnegie classification categories (n=3,940). The analyses revealed that the majority of faculty (74%) employed at all types of higher education institutions obtained their doctoral degrees fromresearch I institutions. Professional academic rank is an interaction between doctoral-granting institution and employing institution combined with gender. Male faculty are following the traditional "trickle down" theory of academic lineage while women faculty appear to be charting a different career path. Another unique finding was that there was not significant variability in the findings across academic disciplines. Academic success is a complex phenomenon that is not singularly explainable by academic lineage. As more women are entering into the academic ranks of higher education, changes in academic lineage are beginning to appear. The inflexibility and segmentation discussed in previous research is undergoing subtle but statistically noticeable modifications.
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Paleologos, Timon M. Brabham Edna R. "The effectiveness of DIBELS oral reading fluency as a predictor of reading comprehension for high- and low-income students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PALEOLOGOS_TIMON_23.pdf.
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Lawrence, Lisa E. "Adult education doctoral graduates and faculty judgments about the professional utility of courses and major concepts of their doctoral programs to meet employment-related needs." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535899.
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The purpose of the study was (1) to learn how graduates of doctoral programs evaluate the courses and major concepts of their doctoral programs In adult education in terms of how the courses and concepts contribute importantly to the employment related needs of the graduates, their employing organizations and the society, (2) to learn how faculty in adult education doctoral programs evaluate the courses and concepts of their programs, and how well these courses and concepts help the graduates meet employment related Individual and societal needs, (3) to establish the amounts of agreement between the Judgments of faculty and graduates, and (4) to learn what these two groups Judge should be the employment facilitating content of doctoral programs In adult education In the next five to ten years.The populations for the study were drawn from twenty-one universities across the United states of America. The administrator from each adult education program in the university contacted was asked to submit the names and addresses of three faculty and six alumni.Two questionnaires, one for alumni and the other for faculty were mailed to the faculty and alumni whose names were received. One hundred and thirty two questionnaires were sent to alumni and sixty five questionnaires were sent to faculty. Ninety two responses were received from alumni or approximately seventy percent. Fifty four responses were received from faculty or eighty-three percent.Data from the questionnaires were tabulated, analyzed, summarized and reported In table and narrative form. The findings and conclusions were that, in the judgments of graduates and faculty:1) Doctoral programs In adult education were effective In that they made important contributions in preparing graduates to succeed as professionals In programs that educate or reeducate adults.2) Courses completed in doctoral programs In adult education prepared graduates to meet the expectations of Prospective employers.3) Modifications should be made to adult education programs i n the 1990s to Include:a) Practical application experience or “externship”In the graduates' chosen field of employment after they have completed their doctoral program.b) The teaching of greater communication skills, both written and oral.c) Academic tracks which allow all graduates to select courses geared to their career goals.Center for Lifelong Education
29
Chan, Kwan-tak. "Diploma disease and vocational education and training in Shanghai, China." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500761.
Full text
30
Fox, Lawrence Marc. "ACADEMIC ACHIEVEMENT OF HISPANIC STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS:DO HISPANIC STUDENTS HAVE VARYING DEGREES OF ACADEMIC SUCCESS BASED ON THE HIGH SCHOOL THEY ATTEND?" Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2440.
Full textAbstract:
This study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in academic achievement based on gender, (c) to determine differences in academic achievement based on LEP status, and (d) to determine if there is a relationship between grade point average and FCAT Reading scores and FCAT Mathematic scores. The findings of this study were delineated through an examination of data using mean Grade Point Averages, mean Florida Comprehensive Assessment Test Scores (Reading and Mathematics), socio-economics, gender, Limited English Proficiency status, and attendance. This study supported, but are not limited to, the following conclusions: (a) There was a difference in grade point averages among Hispanic high school students, (b) Hispanic students have lower mean grade point averages and lower mean FCAT Reading and Mathematic scores when compared to the school as a whole, (c) there are relationships between attendance and grade point averages and there is a relationship between grade point average and FCAT Reading and Mathematic scores (d) there are differences in grade point averages between male and female Hispanic students, (e) there is a difference in grade point average based on socio-economic level, and (f) there is a difference in grade point averages based on LEP status. Recommendations of the study include but are not limited to (a) further research in the area of academic achievement among Hispanic students but to disaggregate Hispanics to look for distinct differences. (b) research in the area of comparing LEP students and academic achievement., (c) research to determine why there is a disparity in numbers of 9th grade Hispanic students and 12th grade Hispanic students, (d) research of Hispanic students by doing a longitudinal study. The longitudinal study should follow 9th grade students from the high schools in one or more county through four years.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
31
Wilman, Gabriel. "Degrees of causality an assessment of endogenous contributors to instability in jordan, syria, & turkey." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/641.
Full textAbstract:
The political instability of the Middle East is often perceived to be derived primarily from the interaction of Middle Eastern nations with external forces; with significant emphasis placed upon the disruptive effects of modern colonialism and Westernization. While this study does not seek to directly contest the catalytic primacy of exogenous factors, it does seek to establish the necessary causality of pre-existing internal factors. Rather than approaching the situation from a linear causal perspective, this assessment is oriented around an interdisciplinary examination of confluent factors. By examining the political history, ethno sociology, and economy of the region, the analysis investigates the underlying variables which have contributed to the instability of the Jordan, Syria, and Turkey. The primary conclusion of this analysis is that the interactions of multiple endogenous variables provide a basis of necessary causality which may be of equal causal import to that of modern colonialism and Westernization.B.A.
Bachelors
Sciences
International and Global Studies
32
Beckett, Andrew K. "Relationship between participation in a residentially-based freshman interest group and degree attainment." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4370.
Full textAbstract:
Thesis (Ph. D.) University of Missouri-Columbia, 2006.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 July 31, 2007) Includes bibliographical references.
33
Stein, Gary. "Path planning for N- degrees of freedom in a confined space represented by N- dimensions using approximate cell decomposition for hypercubes to graph node traversal to calculate the optimal path (gNND*)." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/417.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering and Computer Science
Electrical Engineering
34
Ozmen, Emin Mehmet. "Part Cooling Analysis By Conformal Cooling Channels In Injection Molding." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12609186/index.pdf.
Full textAbstract:
Straight cooling channels are the most common method of controlling part temperature in
injection molding process. However, straight cooling channels are not enough to manage
temperature uniformity of the parts. In this work, a numerical study is conducted to decrease
cycle time and cost of the injection molded parts by using conformal cooling channels. For this
purpose, the commercial injection molding simulation program Moldflow is used.
The governing physical equations for injection molding were derived and presented. The
assumptions of the model were checked for simple geometries by comparing analytical results
and numerical results of Moldflow. Then, the effect of conformal cooling channels is
investigated for injection molding of a half cylinder shell part. It was seen that conformal cooling
channels cools part faster and more uniform than straight cooling channels without corruption on
the surface appearance.
Finally, a real life case study was presented. For this purpose, a refrigerator shelf that is
manufactured by the Arçelik Company was studied. The process was simulated using actual process parameters and simulation results were compared with production results. Then, the process was simulated using conformal cooling channels and compared with production results. It is seen that the cycle time of the refrigerator shelf was decreased considerably while preserving surface quality appearance.
35
Salonius, Annalisa. "Contextualizing the under representation of women in science and engineering : a graphical analysis of trends in Canadian degree attainment statistics." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23734.
Full textAbstract:
The selective success of women in traditionally male dominated fields is identified as a paradox whose explanation will have implications for the issue of the under representation of women in science and engineering programs. Trends in degree attainment by sex science and engineering are examined in the context of degree attainment in all traditionally male dominated degree programs in order to generate empirically based hypotheses. Because research designs in use for quantitative data in sociology are much better designed to test hypotheses than to generate new ones, an important aspect of this study is its development of a new analytical strategy. In order to effectively explore the available data, the existing statistics for degree attainment in traditionally male dominated fields for both sexes over the 1962-1989 period are converted to graphical display and analysed visually. The organization of the graphical displays developed is consistent with basic aspects of the comparative, exploratory research strategy advocated by Glaser and Strauss and graphical display techniques of Tufte. Findings show that the largest gains in representation in traditionally male dominated disciplines have been in those where the associated professions or occupations are typically autonomous self-employed professions rather than positions in large organizations. These findings further suggest processes that may be contributing the continued under representation of women in the physical sciences and engineering.
36
Anderson, Belinda C. "A descriptive analysis of differentiated patterns of decision- making in choice of educational major." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49975.
Full textAbstract:
Undecidedness of choice of major field of study for undergraduates is a prevalent condition in higher education and represents a problem for academic advisors who may be unable to offer the best assistance to students uncertain of their educational plans. Little is known of the consequences for academic advising programs of such student undecidedness. This study employed an exploratory method designed to obtain information on students' patterns of decision-making regarding major field choice with a sample of university students who initially enrolled in a medium-sized, public university in Southwest Virginia in the Fall 1981 and a sample of community college students who transferred to the university in the Fall 1983 by (a) using student records to identify the major fields selected by undecided students, (b) analyzing differences between "undecided" students and two other groups of students: those who changed majors several times (multiple changers) and those who declared a major and never changed (decided), and (c) measuring the extent to which students perceived certain factors to be influential in the selection of a major field of study by using a researcher-constructed Senior Perception of Major Field Questionnaire. The Internal-External Locus of Control Instrument was used to assess the relationship between certain patterns of decision-making with regard to major field and locus of control.
Major findings of this study include:
1. Undecided students do not appear to differ in any important way from decided or multiple change students. Their lack of initial commitment to a major does not distinguish them, especially in any way associated with negative consequences in higher education, from students who were committed to a decision.
2. Interest in major field was the most important influence in choice of major field.
3. No conclusions were possible regarding differences between the student types in the community college transfer sample because of the small number of subjects classified as undecided.Ed. D.
incomplete_metadata
37
Smith, Paul. "The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3439.
Full textAbstract:
Community colleges are an increasingly important component of the higher education systems in the United States. Community college as a pathway toward a better educated workforce has been emphasized at a national and state level. Virginia’s policy makers set a goal of producing 100,000 new baccalaureate degrees in the Commonwealth by 2025. Critical to meeting this goal is Virginia’s Community College System. In 2005, Virginia passed the Higher Education Restructuring Act which granted students graduating from Virginia’s community colleges with an associate’s guaranteed admission into any state-funded, four-year institution. Building on this earlier policy, Virginia passed The Higher Education Opportunity Act of 2011. This act expanded the role of the community college and placed a greater emphasis on articulation policies and baccalaureate attainment. The effectiveness of articulation policies on community college transfer and baccalaureate attainment has been debated in the academic literature. Some have suggested to measure policy effectiveness, academic outcomes and not transfer rates, must be compared before and after policy implementation. To gauge the effectiveness of Virginia’s guaranteed admission policy, this study examined archival student data for native and transfer students who achieved a junior standing at a single four-year state-funded institution. Furthermore, transfer student baccalaureate attainment rates and time to degree baccalaureate completion were compared before and after policy implementation. The study results showed native students graduated in greater percentages and have lower mean time to baccalaureate completion than transfer students; high school and college GPA are predictors of baccalaureate attainment for transfer and native students; transfer student baccalaureate attainment rates and mean time to baccalaureate completions were lower following policy implementation, or simply, fewer bachelor’s degrees were awarded but those completing a baccalaureate did so in less time after policy implementation. The findings of this study suggest transfer students with baccalaureate aspiration are negatively impacted for attending community college prior to transfer and Virginia’s articulation policy at the study institution had little impact on academic outcomes for transfer students following policy implementation. These single institutional results may suggest modification to Virginia’s articulation policy is necessary to improve academic outcomes for community college transfer students.
38
Rogers, Antoinette Michelle. "Factors Leading to Successful Attainment of Doctoral Degrees in Education by African American Women." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1572.
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Demir, Orhan. "The Nature Of Acquisition And Processing Of Island Constraints By Turkish Learners Of English." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614608/index.pdf.
Full textAbstract:
The primary goal of this thesis was to test the validity of the Full Transfer Full Access (FTFA) Hypothesis on the acquisition of island constraints by Turkish learners of English. The FTFA Hypothesis claims that L2ers have access to UG even at the initial state, which is assumed to be the final state of L1, and there is a gradual restructuring of L2 grammar. The second goal was to investigate whether Turkish learners of English employ the same parsing strategies in bi-clausal wh-questions. If so, the results would support the Continuity Hypothesis arguing that Universal Parser is available in SLA.
Four experiments were conducted in this study. The first two experiments were devised to shed light on the acquisition and processing of island constraints. Two experimental groups (30 intermediate and 30 advanced learners of English) and a control group (30 native speakers of English) were employed for these tests. The third and fourth experiments were administered to display whether there were similarities between the way native speakers of Turkish and English resolve ambiguities and whether island constraints were operative in Turkish. 30 native speakers of Turkish participated in these experiments.
The results showed that different processing strategies for the resolution of ambiguities were employed in English and Turkish and island constraints were not operative in Turkish. Besides, Turkish learners of English had access to UG and there was a developmental pattern for the restructuring of L2 grammar. Furthermore, a gradual approximation to the native speakers&rsquoparsing strategies was observed.
40
Rodrigues, Tania Claudia Abreu. "An exploration of students experiences during the selection process for the M.Psych degree (clinical, counselling and educational) at the University of the Western Cape." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2589_1190119396.
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Baturay, Meltem Huri. "Effects Of Web-based Multimedia Annotated Vocabulary Learning In Context Model On Foreign Language Vocabulary Retention Of Intermediate Level English Langauge Learners." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608905/index.pdf.
Full textAbstract:
The aim of this study was to investigate the effects web-based multimedia annotated
vocabulary learning in context model and in spaced repetitions on vocabulary
retention of intermediate level English language learners. The research study
encompassed two main faces which was related to development of the material and
implementation of it. In WEBVOCLE, which stands for web-based vocabulary
learning material, the contextual presentation of vocabulary were enriched with
audible online dictionary, pictures and animationstarget words were repeated by the learners with interactive exercises, such as gap-filling, cloze and multiple choice test, games, puzzles, in &lsquo
spaced repetitions&rsquo
. In the study both qualitative and quantitative data were gathered through attitude questionnaires, checklists, interviews, focus group interviews and through vocabulary retention tests. The qualitative data were analyzed according to qualitative data analysis techniques and quantitative data were analyzed using SPSS statistics software. Feedback obtained from the learners demonstrated that they not only developed a positive attitude toward English vocabulary language learning but also increased their vocabulary retention level of the target vocabulary through spaced repetitions.
42
Robinson, Dennis E. "An analysis of knowledge of the Bible, private school law, and business and finance between Christian school principals with and without graduate degrees." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5018.
Full textAbstract:
The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.; This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611 and a bound of 4 (??2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (??3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, pgreater than].05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, pgreater than].05) with the same result for the composite score (F=2.18, pgreater than].05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88).ID: 030423409; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-141).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
43
Lindley, Lorinda. "A tribal critical race theory analysis of academic attainment a qualitative study of sixteen Northern Arapaho women who earned degrees at the University of Wyoming /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057831&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Obaki, Samuel Okwako. "A study to identify the factors that inhibit high school principals and teachers from pursuing bachelor's and master's degrees in Busia District in Kenya." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1107103-121831/unrestricted/ObakiS121503f.pdf.
Full textAbstract:
Thesis (Ed. D.)--East Tennessee State University, 2003.Title from electronic submission form. ETSU ETD database URN: etd-1107103-121831. Includes bibliographical references. Also available via Internet at the UMI web site.
45
Senay, Ayse. "The Contribution Of Chemistry Self-efficacy And Goal Orientations To Eleventh Grade Students'." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612573/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the contribution of 11th grade Turkish students&rsquochemistry self-efficacy for cognitive skills (CSCS), and self-efficacy for chemistry laboratory (SCL), mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals to their chemistry achievement. The sample of the study included 604 students (343 females and 261 males) from seven different general public high schools in Ç
ankaya, a district of Ankara. High School Chemistry Self-efficacy Scale which was developed by Ç
apa Aydin and Uzuntiryaki (2009), Achievement Goal Questionnaire which was developed by Elliot and McGregor (2001), and Chemistry Achievement Test (CAT) which was developed by the researcher were used to collect the data in the study. The simultaneous multiple regression analysis was used to analyze the data of the study. Results revealed that the students&rsquo
CSCS, mastery-approach goal, performance-approach goal were a positive significant predictors and performance-avoidance goal was a negative significant predictor of their scores on the CAT. Students&rsquo
CSCS had the largest unique contribution to explaining the students&rsquo
chemistry achievement. These four independent variables explained a significant 9.1 % of variance in the students&rsquo
chemistry achievement.
46
Kilic, Eylem. "The Effects Of Cognitive Load In Learning From Goal Based Scenario Designed Multimedia Learning Environment For Learners Having Different Working Memory Capacities." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611404/index.pdf.
Full textAbstract:
ABSTRACT
THE EFFECTS OF COGNITIVE LOAD IN LEARNING FROM GOAL BASED SCENARIO DESIGNED MULTIMEDIA LEARNING ENVIRONMENT FOR LEARNERS HAVING DIFFERENT WORKING MEMORY CAPACITIES
Kiliç, Eylem Ph.D., Department of Computer Education and Instructional Technology Supervisor: Assoc. Prof. Dr. Zahide Yildirim December 2009, 201 pages The purpose of this study is to investigate the effects of principles aiming to reduce extraneous cognitive load in learning from goal based scenario designed multimedia learning environment for learners having different working memory capacities. In addition, the effects of goal based scenario and the principles of cognitive load theory on students&rsquo
perception, motivation and satisfaction has been explored. Two versions of the multimedia were developed for this study. In the first version (+CLT), the principles such as split attention, multimedia, modality, redundancy, coherence and signaling was applied. In the second version (-CLT), these principles were violated. Mixed method was used and two studies were conducted for this study. The first study was conducted with 82 ninth grade students from one of the Anatolian High School in Ankara. However, the participants&rsquo
working memory capacities were found very close to each other. Therefore, the second study was conducted with 54 11th grade students having different working memory capacity from the same school. The result of the first study showed that the cognitive load principles aim at reducing extraneous cognitive load increased learning gains, decreased invested mental effort and affected students&rsquo
motivation and satisfaction in positive ways. On the other hand, when cognitive load principles were not considered, this decreased learning gains, increased invested mental effort and affected students&rsquo
motivation and satisfaction in negative ways. The result of the second study showed that the only difference between high and low WMC students found on the number of errors made in sequencing meiosis sub phases in favor of the first version (+CLT). This might be explained by the task characteristics in that the difference between high and low WMC individuals can be observed when task demanded attention. It can be concluded that students benefited from the cognitive load principles reducing extraneous cognitive based on the findings of both studies.
47
Mecit, Ozlem. "The Effect Of 7e Learning Cycle Model On The Improvement Of Fifth Grade Students." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607661/index.pdf.
Full textAbstract:
The main purpose of the present study was to investigate the effect of 7E learning cycle model as an inquiry-based learning on the improvement of 5th grade students&rsquocritical thinking skills. This study was conducted during 2005-2006 spring semester in a private primary school in Sakarya. A total of 46 fifth grade students from two different classes of the same science teacher was involved in the study. Two classes were randomly assigned as experimental group and control group. While students in the control group were instructed with traditional method, inquiry-based learning was carried out in the experimental group. Since phenomena that show cause and effect relationships are good inquiry subjects, water cycle in the science and technology curriculum was taken as the unit in the present study. The Cornell Conditional Reasoning Test, from the Cornell Critical Thinking Skills Tests Series was administered as pre-test and post-test to students both in the experimental and control groups. The effects of gender and family income of the students on the dependent variable were also checked. Statistical Analysis of Covariance was used to test the hypotheses of this study. The results indicated that the experimental group achieved significantly better than the control group in both the critical thinking skill test. In other words, inquiry-based learning improved students&rsquo
critical thinking skills. On the other hand, no significant effect of gender and family income on improvement of students&rsquo
critical thinking skills was found.
48
Tekmen, Belkis. "Evaluation Of Preschool Teacher Education Program In Turkey: Academicians." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615087/index.pdf.
Full textAbstract:
High-quality preschool education produces substantial long-term educational, social, and economic benefits, but large benefits occur only when teachers are professionally prepared and adequately compensated. Qualifying the teacher candidates depends on many interrelated components of a teacher education. The aim of this study is to evaluate the student selection policy, decision-making policy, recruitment policy, teacher candidates&rsquoeducational profiles, faculty development and assignment policy, curriculum and instruction, and the graduates&rsquo
competences from the perspectives of the faculty members in the preschool teacher education program. For this purpose, decision-oriented program evaluation CIPP model is taken as a framework. In order to reach in-depth and detailed information from the participants, study is designed as a qualitative phenomenological research. Participants are selected through purposeful sampling strategies that include criterion sampling and snowball sampling procedures from the population of 150 academicians in the 55 preschool teacher education program in Turkey. Data is collected through semi-structured interviews and open-ended questionnaires from 58 participants. According to the content analysis, findings indicated that there is need for the additional tests in the student selection, improvement in the faculty development policy, accreditation, faculty initiative in curriculum planning and implementing, alternative strategies in practicum, and collaboration of the local authorities and the faculties in the recruitment policy of the graduates. In this respect, it is believed that the findings will pave the way for the program developers to reform the program accordingly, will give further insights about the real experiences of the academicians and take their suggestions to improve the program and will help the researchers to raise some new questions about the preschool teacher education program to investigate.
49
Knott, Regina. "The predictive power of criteria for admission into the Missouri statewide doctoral cohort program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974647.
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Ebem, Zeynep. "Health Promoting Behaviors And Exercise Stages Of Change Levels Of University Students At Transition To University." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608828/index.pdf.
Full textAbstract:
The purposes of this study were to examine (a) health promoting behaviors, (b) physical activity levels, (c) exercise stages of change levels, and (d) exercise preferences of students who had just entered the university by gender and residence. Participants were 438 students from Middle East Technical University (METU) English Preparatory school. Adolescent Health Promotion Scale (AHPS), International Physical Activity Questionnaire (IPAQ), Physical Activity Stages of Change Questionnaire (PASCQ), and Physical Activity Preferences Check-list were used for the data collection. Descriptive statistics, nonparametric statistical methods (Mann Whitney U test, Pearson chi-square test), and a one-way MANOVA were used for the data analysis. According to AHPS results, female students’
health promoting behaviors were better than those of male students except exercise behavior. Students living at home had higher scores on nutrition behavior and students living in dormitory had higher scores on stress management behavior (p <
.05). According to the IPAQ results, male students were more physically active than female counterparts. Students who were living in dormitory had higher physical activity levels than students living at home (p <
.05). PASCQ findings indicated no significant differences on the exercise stages of change levels by gender and residence (p >
.05). In general, students were at pre-contemplation 9.2%, contemplation 39.3%, preparation 27.8%, action 14.5%, and maintenance 9.2% stages. Swimming, walking, and table tennis were the three most frequently preferred physical activities. In conclusion, female students had better health promoting behaviors than those of male students except exercise behavior. Female students and students living at home were more at risk of inactivity. Approximately 80% of the METU English Preparatory school students&
#8217
physical activity levels were not satisfactory for a healthy life. University physical activity facilities, extracurricular programs and the courses should be reconsidered to support the health promoting behaviors of these students.