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1
Spears, Julia Marie. "Experiences of low-income students' transition to graduate school /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456290061&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007.<br>"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 193-203). Also available online.
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Simpson, Miya T. "Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29992.
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Despite gains made in the educational attainment of ethnic minorities, members of these groups remain underrepresented in higher education. Fewer numbers of minorities at the undergraduate level translates into fewer minority students eligible to pursue graduate and professional degrees. As such, institutions of higher education have begun to recognize the importance of not only ensuring that minority students earn bachelor's degrees, but that they are prepared for success in graduate school. Graduate school preparation programs (GSPPs) were created to improve access, retention, and graduation rates among groups underrepresented in higher education, and prepare them for transition to graduate study. To date, however little research has been conducted to see if GSPPs actually assist minority students in making that transition.
This study explored the academic and social transition experiences of minority students to graduate school and analyzed the differences in transition by race (Black/African American, Hispanic/Latino, American Indian/Alaskan Native), type of GSPP experience (no program, research-only program, graduate/professional school seminars only, holistic program), and duration of experience (less than six weeks during summer, 7-12 weeks during summer, summer and academic year). The study employed a national sample of 621 ethnic minority graduate students at nine research extensive universities. Data were collected using the Minority Graduate Student Experiences Survey (MGSES), a 77-item instrument specifically designed for this study. Items for the survey were developed utilizing existing literature on the academic and social integration experiences of graduate students.
Overall, ethnic minority graduate students reported favorable academic and social experiences but appear to be more satisfied with their academic experiences than their social experiences. No significant differences were found by race on any of the subscales on the Academic Experiences (AE) scale, however, differences did emerge between Black/African American graduate students and Hispanic/Latino graduate students on one subscale of the Social Experiences (SE) scale. Significant differences were also found by program type and program duration on the AE and SE subscales. Finally, results indicated differences between those who reported no program involvement and those who had been involved in a program of some type on the both the AE and SE scales.<br>Ph. D.
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Alexander, Quentin Renard. "Adjustment Experiences of African American Graduates of Historically Black Colleges or Universities Attending Graduate School at a Southern Predominantly White University." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26393.
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The purpose of this study was to examine the adjustment experiences of African American graduates of historically Black colleges or universities (HBCUs) attending graduate school at a Southern predominantly White university (PWU). A discussion of narratives and themes across participants provided information about the adjustment experiences of African American graduate students who transitioned from a university community where the student population was predominantly African American to one where African American students were the minority. This information can be utilized by both PWUs and HBCUs to develop resources that address issues related to adjustment for African American graduate students.
This study was phenomenological by design and focused on analyzing the adjustment experiences of 11 female African American graduate students attending a Southern PWU. Participants were between the ages of 22-28, graduated from 10 different HBCUs across 8 states, represented 8 different graduate majors and had been in graduate school an average of 3.5 semesters. Research methodology included participant interviews, demographic questionnaires and investigator field notes. Collected data were analyzed using a coding iteration strategy.
Descriptions of participant experiences were documented and ten prominent themes emerged from the data: support systems, negative emotionality, distrust, academic frustration, lack of African American presence, non-cohesive African American community, racial microaggressions, prior acquaintances and resilience.<br>Ph. D.
4
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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Guzman, Nicole A. "Perceptions of Short-Term Study Abroad Experiences on Intercultural Competence in School Psychology Graduate Students." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532359634274784.
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Demers, Denise Marie. ""I AM THE CAPTAIN OF THE SHIP": MOTHER'S EXPERIENCES BALANCING GRADUATE EDUCATION AND FAMILY RESPONSIBILITIES." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/810.
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More women than ever before are entering the halls of higher education. According to the National Center for Education Statistics (NCES), more women than men are obtaining bachelor's, master's, and doctoral degrees (U.S. Department of Education, 2011a) According to Home (1998), at the end of the 20th century, women with families were the fastest growing population at the university level. At the beginning of the 20th century, students over the age of 25 were the fastest growing population in higher education (Carney-Crompton & Tan, 2002). These statistics beg the question, Why do women return to school? What are their challenges? What are their stories? More importantly, how do they do it all? How do they balance the demands of home and school and, most often, employment as well? My research examined the tensions women face going to school, specifically women who have children at home, commonly referred to as nontraditional age students. I was interested in the competitive demands of balancing two challenging roles, that of student and mother. Additionally, I wanted to know how these two roles affected their health and self-care. I designed a qualitative study to explore life as a graduate student mother. I specifically sought to learn about strategies of balancing the challenges as well as how, or if, schooling affected their health and self-care. Using the Roy Adaptation Model, I searched for ways in which women balance their multiple roles. With this research, I aim to help these women in their efforts to be successful in school and in life. I utilized both individual interviews and a focus group. Themes for interviews included I'm a Mother first, I'm the Captain of the Ship, "We got there together," the Adventure is Stressful, Finding Joy in the Journey, Attitude Determines Altitude, and Letting Go. Additionally, two overarching themes surfaced from the focus group: 1. Stress is Ubiquitous and 2. Identity Crisis. From this study, health educators can begin to understand how graduate school mothers experience graduate school, thus obtain a greater ability to develop and implement strategies to help this population.
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Fahnbulleh, Henry M. "Student experiences in the doctoral program in Educational Administration and Supervision at Ball State University, 1987-2002." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272419.
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The purposes of the study were:1) To collect and share information on the perceptions of graduates regarding the academic, professional, and social experiences of students in the doctoral program in Educational Administration and Supervision at Ball State University, 1987-2002, relative to their professional preparation and career goals;2) To profile the demographic characteristics of respondents whose experiences are described and reported in this study: Gender, age, ethnicity, date of admission, enrollment status, date of graduation, professional occupation during and after doctoral study, financial situation, and sources of financial support during doctoral study.3) To draw conclusions and make recommendations, based on the data, on how students' personal motivation and professional preparation, career goals, academic training, institutional, and social support blend together to enrich the experiences of doctoral students in Educational Administration and Supervision at Ball State University.The population for this study consisted of 111 graduates (72 males and 39 females) of the doctoral program in Educational Administration and Supervision, Department of Educational Leadership, Teachers College, Ball State University, 19872002. A list and addresses of doctoral graduates of the program were obtained from the Graduate School Office. The addresses were verified by the Ball State University Alumni Office. A packet of questionnaires was mailed successfully to 106 graduates. Seventy-nine completed surveys (76 percent) were returned. Of the 79 respondents 52 were male, and 27 were female. The data were subsequently tabulated, analyzed, summarized, and reported in narrative form. Findings and conclusions suggest that:1. The doctoral program in Educational Administration and Supervision at BallState University adequately prepared graduates to contribute meaningfully tothe scholarship and professional demands of the discipline;2. The curricula of the doctoral program allow for rich and diverse career optionsto graduates;3. Improvement should be made in the doctoral program in EducationalAdministration and Supervision at Ball State University to include:a. Practical application experiences through structured internship,mentoring, and peer interaction;b. Greater efforts at job search and placement assistance;c. The effective management of technology to serve the growing numberof part-time students; andd. A systematic departmental database to keep track of graduates of the program.<br>Department of Educational Leadership
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Thomas, Kim G. "Selected Students’, Parents’, and Graduate Student Tutors’ Experiences and Perceptions in a Community of Interest Summer Literacy Camp." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3709.
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In this qualitative case study, I examined a local summer literacy camp in which
graduate student tutors tutored elementary and middle school students in reading and
writing. I focused the study on the primary stakeholders in the summer literacy camp:
�������������������������������������� ts, and the course instructor/camp director because
their voices are limited in the current literature. In this Community of Interest Summer
Literacy Camp, the graduate student tutors moved from a position of fear and trepidation
to a position of empowerment in which they hoped to make changes in their classrooms,
schools, and communities. The tutees learned to appreciate the tutoring program and
some tutees began to understand tutoring could be an enrichment experience rather than
only a remedial experience. There was limited parental participation in the tutoring
program and that may have hindered a richer experience in which parents learned
strategies to help their child/children excel in reading and writing.
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Restad, Cristina. "Beyond the McNair Program: A Comparative Study of McNair Scholars' Understandings of the Impacts of Program Participation on their Graduate School Experiences." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1900.
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The Ronald E. McNair Scholars Program is a U.S. Department of Education TRIO Program, funded at 152 institutions across the United States and Puerto Rico. In 2013, total funding reached over $35 million--of which, Portland State University received approximately $211,000 (US Department of Education, 2013). The program's goal is to introduce first-generation, low-income, under-represented group college students to effective strategies for succeeding in doctoral programs so they may become professors and create a more supportive environment for future non-traditional students. One way to explore program effectiveness beyond completion of the McNair Program is to ask the McNair Scholars themselves about program impact. This comparative interview study explores McNair graduates' understandings of issues they face in adjusting to graduate school and how participation in the McNair Program prepared them to address these issues. Typically, McNair program evaluations emphasize the collection and analysis of quantitative data - e.g. graduate school enrollment and degree attainment. However, little qualitative research has been conducted on graduate's perceptions of the impact of program participation on their graduate school experiences. This study, which uses Bourdieu's Theory of Social Reproduction, along with the sociology-based ideas of role-as-resource, role mastery, and expertise development, explores students' perceptions of the McNair Program's effectiveness in regards to helping them understand the "graduate student" role and use that role to succeed in graduate school and beyond.
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Zeanah, Kathryn L. "Experiences of Heterosexist Harassment Among Graduate Students Training to Work as School-Based Professionals: Impact on Psychological Functioning, Academic Wellbeing, and Attitudes Toward Sexual Minority Individuals." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457540372.
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Thinsan, Snea. "The transformative experiences of Afghan educators through Paolo Freire and William Perry's lenses four cases in a research-oriented U.S. graduate school of education /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386727.
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Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4554. Advisers: Martha Nyikos; Sharon Lynn Pugh.
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Park, Yunjoo. "Sojourner families' perceptions of bilingual/bicultural development in school-age children an exploration of the experiences of Korean graduate student families while residing in the United States /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204305.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0064. Advisers: Martha Nyikos; Sharon L. Pugh. "Title from dissertation home page (viewed Jan. 22, 2007)."
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Eckles, Holly Ann. "Living la vida loca : how the life experiences of seven young Mexican women impacted their decision to drop out of high school, graduate, and/or pursue a higher education /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136410.
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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 197-201). Also available for download via the World Wide Web; free to University of Oregon users.
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Huerta, Andrew L. "First-Generation College Students and Undergraduate Research: Narrative Inquiry into the University of Arizona's Ronald E. McNair Achievement Program and the Phenomenon of Student Transformation." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306969.
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With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine first-generation college students in the summer research portion of the Ronald E. McNair Achievement Program (McNair) at University of Arizona. The qualitative data collected includes in-depth interviewing, observing the students' in-class presentations on the progress of their summer research, and reviewing the students' written work. Drawing on Adult Transformational Learning Theory (Mezirow, 1991) and Gee's writings on student identity (2000) and Discourse (2005), this study primarily addresses the following questions: 1) How do UA McNair students take on and use the Discourse of research during the 10 week summer program? And 2) as they engage in the Discourse of research (in classes, with mentors, with peers, in written work), what academic identity transformations are observed (in the classroom, in interviews, and in written work)? Narrative inquiry (Clandinin & Connelly, 2000) was utilized to organize and examine the data, and research texts consist of academic biographies written for each student. Findings reveal that student transformation is the noticeable difference in the students' utilization and integration of a language system used to describe their summer research and to define their research interests. Defined as the Discourse of research, this becomes the basis for students enacting the identity of undergraduate researcher. As a cohort of nine McNair Scholars, students share the experience of undergraduate research and engage in conversations which address the insecurities they have as first-generation college students. Through this formation of an affinity group (Gee, 2005) and their utilization of the Discourse of research, students engage in critical reflection, reevaluate their academic identities, and begin preparing themselves for their transition from undergraduate students to first-year doctoral students.
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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.
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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.
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McIntosh, Cecilia A., Karin Bartoszuk, and Scott Kirkby. "Professional Development Provided by the School of Graduate Studies: Enhancing Mentoring and the Graduate Student Experience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/363.
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East Tennessee State University has taken several approaches to offering professional development for graduate students over the past several years. This includes graduate student research grants, thesis and dissertation awards, teaching awards, awards for service for the public good, Graduate Student Success Specialist service, Thesis/Dissertation/Capstone Boot Camp, Add-on Fellowships, GA Fee Scholarship, Thesis/Dissertation Scholarships, formal courses (GRAD), graduate student research magazine, and workshops. These will be briefly described, including funding sources supporting the initiatives. A mention of professional development for faculty will also be presented. There will be ample time for discussion of strategies and sharing of ideas by participants.
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Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.
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Hao, Yi. "Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898885.
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The problem of interest for this study is to understand more about the leaders of graduate education in the United States, namely the graduate deans. After surveying the topic itself and the gaps in the relevant literature, I conducted a mixed-methods study through a sequential design to fill the gap in the literature on graduate deans as mid-level academic leaders in institutional contexts and to provide theoretical and empirical evidence in advancing the knowledge on academic leaders and leadership in U.S. graduate education. The study employs multiple data collection methods, including document analysis, a survey, and multiple case studies. Demographic information on the leaders of graduate education is reported. Additionally, the survey measured the perceptions of graduate deans regarding the importance of various responsibilities of a graduate school as well as their abilities to achieve those functions at the individual, unit, and institutional levels. The quantitative findings were further supported by eight participants’ in-depth case descriptions as well as cross-case examinations. The data integration drew both survey and case study analyses and affirmed graduate deans’ leadership experiences as mid-level leaders, in addition to how individuals’ development as leaders were shaped by the context of organizations and the culture of higher education. Implications for practice and research conclude the study and should be of interest for those who are interested in advancing the U.S. graduate education as practitioners and researchers.
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Jones, Willie J. III. "EXAMINING THE EDUCATIONAL EXPERIENCES OF COMMUNITY DAY SCHOOL GRADUATES: A NARRATIVE INQUIRY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/958.
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Community day school graduates enter society with decisions about college, career, and work. Community day schools operate as a non-traditional education system that provides a separate and often unique education to many disenfranchised students, with lessened accountability protocols to assess whether these systems prepare graduates for life after high school. The number of community day schools and enrollment is declining, due in part to excessive changes within the law and stricter guidelines required to be met.
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Smith, Courtney A. "Millennial students who go directly to graduate school: Influences on this decision and the characterization of their experience." Wright State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=wright1277317530.
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Codjoe, Henry Martey. "Black students and school success, an study of the experiences of academically successful African-Canadian student graduates in Alberta's secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21559.pdf.
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Gragg, Gayle A. "Lived Experiences of Six High School Graduates Who Received Assistance from Graduation Coach Facilitation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2502.
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The purpose of this study was to understand the obstacles faced as well as strategies used by 6 graduates of a small rural high school in Southern Middle Tennessee. Specifically, this study was an examination of the life experiences of 6 graduates, identifying the major obstacles faced and the successful strategies used to complete the requirements for a high school diploma.
Qualitative methodology guided this study. This approach allowed for the lived experiences to be examined and the voices of 6 participants be heard. Data collected included participant stories using semistructured interviews conducted using an interview protocol, drawing of a concept map, and prioritization of influences according to their perspective regarding their diploma completion. Other valuable data included researcher field notes and graduation coach file notes.
Findings are presented in 6 themes pertaining directly to the interview questions regarding key elements—circumstances leading to a relationship with a graduation coach, discussions during grad coach sessions, nongrad parent influences, parent expectations, grade retention, and strategies implemented by the graduation coach.
After the collection and analysis of all data, the researcher coded the data to determine emerging themes. Much of the researcher’s work consisted of processing the data to discover categories and patterns among the stories told by the 6 graduate participants, as presented in the qualitative narrative analysis methodology.
Through the narrative inquiry method of this study, the examination of the stories of 6 graduates reveals that a relationship with at least 1 caring adult in the high school setting is imperative to successful high school completion. This adult may offer assistance through a variety of ways such as developing an academic plan of action, building confidence, arranging tutoring sessions, or tracking progress.
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Lopez, Kathryn T. "Promoting and enhancing the graduate student transition experience : an exploratory study of Kansas State University." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15789.
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Master of Science<br>Department of Journalism and Mass Communications<br>William Adams<br>This is an exploratory study on the existing transition efforts of the Kansas State University Graduate School for master’s degree students. There are a variety of graduate students at Kansas State University with many different graduate program experiences. This study identifies the current status of incoming master’s degree students outreach and details experiences of transitioning graduate students to make suggestions on future strategies. It is vital to identify if, and which, programs are catering to the different needs of these students during their socialization into their graduate program.
The study has three main objectives: (1) determine the level of personal contact and emphasis on relationship-building during a master’s degree student’s transition, (2) identify the general efforts and practices of specific master’s degree programs and the Kansas State University Graduate School, and (3) to document the needs of students as they transition into graduate school at Kansas State University.
The research was conducted through use of confidential one-on-one in-depth interviews with nine Kansas State University graduate program directors and two Graduate School administrators. Ten newly admitted to the Kansas State University graduate program in the spring of 2013 were interviewed. The qualitative approach to this study enabled the researcher to get detailed testimonials and experience-based knowledge from all of these key stakeholders.
Overall, the study revealed that graduate students value face-to-face and personal interaction and showed that student-to-student contact is a preferred component to a successful socialization of graduate students. The needs of transitioning graduate students included assistance with course scheduling, assistantship responsibilities, advisor selection, and an overall understanding that graduate school is different from undergraduate school. Future graduate program strategies that would assist in the successful socialization of graduate students include: orientations, meeting with graduate program directors, social and networking opportunities, and workshops. Involvement in student organizations and utilization of on-campus resources are also a part of most of the graduate programs, and graduate school transition outreach. Based on the findings of this study, the researcher offers suggestions to the Graduate School, graduate programs, and incoming students in order to help enhance the transition experience of master’s degree students into graduate school at Kansas State University.
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Snyder, Mary Grace. "Attending to stories of high school displacement the lived high school experience of GED® college graduates /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9889.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2009.<br>Thesis research directed by: Dept. of Education Leadership, Higher Education, and International Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Uhle, Karen F. "Graduated students with autism spectrum disorders and their parents lived experiences in public high school." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5068.
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With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.<br>ID: 029809603; 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. 364-375).<br>Ed.D.<br>Doctorate<br>Education
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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.
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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.<br>Department of Educational Studies
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Stallings, Sara Woodruff. "Giles High School Graduates at Virginia Tech: Investigating the Relationship between Appalachian Identity and the College Experience." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64432.
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The purpose of this study was to conduct a qualitative exploration of the relationship between Appalachian identity and the college experience among Giles High School graduates who attend Virginia Tech. The population for this study was Giles High School graduates who attend Virginia Tech. The sample size included ten volunteers who graduated from Giles High School in Pearisburg, Virginia, and have attended Virginia Tech in the past three years. Data collection was obtained from the sample by conducting semi-structured interviews. Coding occurred in two phases using thematic coding. The first phase consisted of an initial coding to establish an understanding of the responses and develop codes to fit the responses for analysis. The second phase of coding consolidated, re-affirmed, compared, and contrasted categories created in the first phase using matrices. The results revealed that the interviewees did communicate an Appalachian identity. When describing Appalachia, the interviewees communicated both positive and negative perceptions of their hometown. Attending college did result in a change in their Appalachian identity. Common changes were in their willingness to accept people different from themselves, their perceptions of Giles County in comparison to more diverse and urban areas, and their appreciation for the natural beauty of Giles. Compared to previous research, I found that Giles High School students seem to have less of a disrupting experience when attending college; however, dominant cultural messages still influence the identity of Appalachian students. Further research should be conducted to confirm the results and analysis.<br>Master of Science
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Boyle, Patricia. "Exploring Potential Connections between Philadelphia-Area Catholic High School Experiences and Graduates' Later Life Pathways| Are These Schools Helping to Shape Service-Oriented Citizens?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600942.
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<p> As the continuous search for educational alternatives in Philadelphia intensifies, one only has to look at the current landscape, our surrounding communities, and fiscal pressures to appreciate the need for better alternatives to our public system. This study examines one such “alternative,” though long-standing education model, Philadelphia’s Catholic schools. Within these schools, perhaps we have leaders and a system that may be positioned to play an even greater role in providing a set of experiences that may impact the later life pathways of graduates, potentially predisposing them to community or civic service interests in their adult lives. I have completed an analysis of recollections of Catholic high school graduates across multiple graduation eras and collected insights from their narratives, to help illuminate those potential connection points. Further, unlike many previous longitudinal and correlational studies, in both Catholic and secular schools, I have conducted qualitative research to map earlier student experiences to current-day life practices and dispositions. Through surveys, one-on-one interviews and a focus group with graduates of Philadelphia’s area high schools, I am surfacing findings to determine if graduates are embracing certain values from their experiences and whether and how this may have helped shaped their civic and community interests years later.</p><p>
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Mwipopo, Marko. "Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20498.
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DISSERTATION ABSTRACT
Marko J. Mwipopo
Doctor of Philosophy
Department of Education Studies
June 2016
Title: Secondary School Graduates’ Personal Experiences in the Context of English-only
Language of Instruction Within and Outside the School Setting in Tanzania
This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967.
The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for?
This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.
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Tsamoglou, Theodoros. "IMET feasibility study and implementation: maximizing the Graduate School of Business and Public Policy experience for International Students at the Naval Postgraduate School." Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/10117.
Full textAbstract:
MBA Professional Report<br>In 2005, IMET research investigated the problems and benefits GSBPP International Military Students (IMS) experience, and how problems could be alleviated. This proposal focuses on implementing the suggestions made by the IMS on Academic Support Facilities and Quality of Life issues. The objective of this MBA Project is to evaluate the prior proposals, identify new problem areas IMS face while at NPS, and follow up on implementation of those recommendations. The research includes the conduct of a survey among the current international students at GSBPP. The proceedings of this initiative that contributed to both developing an implementation strategy and facilitating the gathering of critical information IMS need to achieve a comprehensive understanding were analyzed. Some issues explored include opportunities for streamlining the library, such as more computer facilities, more access to home-country resources for both news and research, opportunities for improving the quality of life such as the non-saluting issue, parking, and finally, the opportunity toward achieving better communication between IMS and the faculty at GSBPP, with the establishment of a new faculty briefing/workshop. The ultimate goal of this study is to ensure maximization of the learning experience of the international students at GSBPP or NPS as a whole.
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Okari, Jeremiah Moruri. "A Phenomenological Inquiry into the Experiences of Kenyan International Students in US Graduate Schools in the Twin Cities, Minnesota." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125252.
Full textAbstract:
<p> This hermeneutic phenomenological study sought to investigate the nature of graduate experience of Kenyan international students in the Twin Cities area in Minnesota. International students seek high education in the United States for various reasons including; access to quality education, research infrastructure, employment, prestige, and exposure. A review of literature showed that Kenyan students while appreciative of the opportunity to study in the US face challenges not limited to; cultural conflicts, discrimination, emotional stress, and financial difficulties. A purposeful sample was employed to collected data from 21 participants using interviews and focus groups. </p><p> From the data analysis five themes emerged, namely; (a) Positive educational experience reinforced by enabling environment, (b) Graduate experience enhanced by favorable opportunities, (c) Hardships and struggles impede graduate experience, (d) Strong social relationships foster academic performance, and (e) Nurturing resiliency and discipline for educational success. The findings suggested that despite the many challenges, availability of strong supportive relationships and abundance of university resources significantly influence the transformative graduate experience for Kenyan students in the United States. Moreover, the findings raised awareness and demonstrated the need for stakeholders such as: educators, faculty members, counselors, recruiters, and university administrators to address the unique needs of Kenyan students, and other subgroups of international students, in the U.S. higher education system.</p>
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Pennock, Arnold Tiffany G. "Expectations, Choices, and Lessons Learned: The Experience of Rural, Appalachian, Upward Bound Graduates." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou15094805739814.
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Keaney, Colleen. "The Transition Experience from High School to College: A Look at Single-Sex Versus Coeducational High School Female Graduates at the Collegiate Level." Miami University Honors Theses / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111087611.
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Johnson, Robert Russa Jr. "The Addisonians: The Experiences of Graduates of the Classes of 1963-70 of Lucy Addison High School, An All-Black High School in Roanoke, Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72900.
Full textAbstract:
Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that were segregated by race and attended only by Black students. Lucy Addison operated as an all-Black high school from 1928 until 1970 in two different buildings. Roanoke's secondary schools were desegregated in 1963. Addison was integrated in the fall of 1970 and closed in 1973.
The purpose of the study was twofold. The primary purpose was to document the experiences of the graduates of the classes of 1963-70 of Lucy Addison High School. The secondary purpose was to determine if the supports found in the research literature about all-Black high schools prior to desegregation were present in the Lucy Addison students' experiences during the years between desegregation and integration. The supports are (a) the importance of a spiritual foundation, (b) high expectations from school administrators and teachers, and (c) parent and community support.
Six common themes emerged from the interviews with participants. They were: (a) the importance of a spiritual foundation, (b) high expectations from teachers and administrators, (c) parent and community support, (d) school leadership, (e) attitudes on segregation and integration, and (f) school pride. These themes helped answer the four research questions that guided the study.
After conducting interviews with the graduates, their accounts confirmed that the supports identified in the literature regarding all-Black high schools were present in their school experiences. The importance of a spiritual foundation, high expectations from teachers and administrators, and parent and community support could easily be seen in the experiences of all 16 students who attended Lucy Addison High School from 1963-1970.
Upon reflection on the study, the researcher made certain recommendations for further study. The recommendations for further study revolve around the continued documentation of experiences of Lucy Addison High School students, conducting a study of Lucy Addison High School as an integrated school from 1970 to 1973, and assessing the reason why Lucy Addison High School was allowed to stay open as an integrated high school.<br>Ed. D.
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Curtain, Michelle. "Reflections from the field : a snapshot of traditional teacher education and urban professional development school graduates' preparation and teaching experiences /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273562.
Full textAbstract:
Thesis (Ed.D.)--Indiana University, School of Education, 2006.<br>Title from PDF t.p. (viewed Oct. 30, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2899. Adviser: Khaula Murtadha.
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Dee, Meaghan. "VISIBLE TRACE A series of selected projects reflecting my graduate school experience, my interest in mark making, typographic collage, and serendipity." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2448.
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Brown-Garcia, Roxanne. "The Brotherhood of Blackness: A Phenomenological Investigation Into the Lived Experiences of African American Male High School Graduates in a Northern California City." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/47.
Full textAbstract:
African American males are typically subjected to unbelievable barriers and negative trends, which include institutional racism, discrimination, multigenerational poverty, lack of education, chronic unemployment, and fatherlessness. These findings are rooted within historical contexts that paint a picture of American schooling filled with the denial of educational opportunities for African Americans. However, using a critical lens these descriptors are challenged and dispelled by critical educators, who examine the bleak historical and contemporary circumstances that African Americans and other communities of color experience as a result of structural inequality perpetuated by white-dominated systems of power. In this study, the framework of Critical Race Theory is used to make sense of how race and racism shape the experiences of historically oppressed people, and to tell the story of eight African American high school males in a Northern California city, who describe factors that contributed to their failure and success as high school graduates, and how these experiences shape their college pursuits. This study uses the methodology of hermeneutic phenomenology as a tool to focus on the voices of African American male students in an effort to centralize these voices. This ensures that educators are not speaking for these students, but rather are listening to their stories.
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Brown-Garcia, Roxanne. "The Brotherhood of Blackness| A Phenomenological Investigation Into the Lived Experiences of African American Male High School Graduates in a Northern California City." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10044700.
Full textAbstract:
<p> African American males are typically subjected to unbelievable barriers and negative trends, which include institutional racism, discrimination, multigenerational poverty, lack of education, chronic unemployment, and fatherlessness. These findings are rooted within historical contexts that paint a picture of American schooling filled with the denial of educational opportunities for African Americans. However, using a critical lens these descriptors are challenged and dispelled by critical educators, who examine the bleak historical and contemporary circumstances that African Americans and other communities of color experience as a result of structural inequality perpetuated by white-dominated systems of power. In this study, the framework of Critical Race Theory is used to make sense of how race and racism shape the experiences of historically oppressed people, and to tell the story of eight African American high school males in a Northern California city, who describe factors that contributed to their failure and success as high school graduates, and how these experiences shape their college pursuits. This study uses the methodology of hermeneutic phenomenology as a tool to focus on the voices of African American male students in an effort to centralize these voices. This ensures that educators are not speaking for these students, but rather are listening to their stories.</p>
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Cohen, Daniel Allen. "Relationships that create confidence understanding postsecondary academic choices of Mexican heritage high school graduates in light of influential relationships, self-efficacy, and mathematical experiences /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3355733.
Full textAbstract:
Thesis (Ed. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed June 23, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 139-144).
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Abusrewel, Fatma. "An investigation of the experiences of newly graduated English Language Teachers (ELT) in their first years in Libyan schools : a case study in post-conflict Tripoli." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/24333/.
Full textAbstract:
This thesis analyzes the experiences, perceptions and views of a group of newly graduated teachers in post-conflict Tripoli, Libya. The focus of the study was on the first year teachers of English as a foreign language EFL and the aim was to gain an insight into those teachers‘ experiences and the contextual factors that shaped them. The present study adopts communities of practice (CoP) as the conceptual framework for exploring the newly graduated teachers‘ experience and perceptions in post-conflict Libya. In particular, the study attempts to identify the elements within CoP: mutual engagement, joint enterprise and shared repertoire to allow me to interpret the data. The data for the study come from three main sources: (a) semi-structured interviews with eleven teachers, (b) two expert teachers, (c) three headteachers, (d) the manager of the Education Development Centre and (e) focus group interviews with three inspection office managers and (f) documentary analysis. The results suggested that the newly graduated teachers‘ experiences in the context of the study are influenced by several factors that interact together to make these experiences unique and a contextually situated phenomenon. These factors are: (a) the conflict, which has diminished the opportunities for integration, learning, and establishing relationships so that any CoP was precluded from existence, b) the social restriction, (c) personal characteristics, (d) the discrepancies between their teacher preparation programmes and the requirements of teaching. Within each of these broad categories, there are also sub-categories such as age barrier, the impact of the conflict which further demonstrates the complexity of this situation and how this shapes the development of teachers. The thesis finishes by recommending that further research is needed conducted to explore the experiences of newly graduated teachers in other parts of the country to obtain a clear picture of this category of teachers. A reform of teacher education programme in this context will contribute to the development of these teachers. Formal training sponsored by the government would be the means through which these teachers can be trained and developed in the absence of any professional communities due to the reasons mentioned earlier.
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Bridgstock, Ruth Sarah. "Success in the protean career : a predictive study of professional artists and tertiary arts graduates." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16575/.
Full textAbstract:
In the shift to a globalised creative economy where innovation and creativity are increasingly prized, many studies have documented direct and indirect social and economic benefits of the arts. In addition, arts workers have been argued to possess capabilities which are of great benefit both within and outside the arts, including (in addition to creativity) problem solving abilities, emotional intelligence, and team working skills (ARC Centre of Excellence for Creative Industries and Innovation, 2007). However, the labour force characteristics of professional artists in Australia and elsewhere belie their importance. The average earnings of workers in the arts sector are consistently less than other workers with similar educational backgrounds, and their rates of unemployment and underemployment are much higher (Australian Bureau of Statistics, 2005; Caves, 2000; Throsby & Hollister, 2003). Graduating students in the arts appear to experience similar employment challenges and exhibit similar patterns of work to artists in general. Many eventually obtain work unrelated to the arts or go back to university to complete further tertiary study in fields unrelated to arts (Graduate Careers Council of Australia, 2005a). Recent developments in career development theory have involved discussion of the rise of boundaryless careers amongst knowledge workers. Boundaryless careers are characterised by non-linear career progression occurring outside the bounds of a single organisation or field (Arthur & Rousseau, 1996a, 1996b). The protean career is an extreme form of the boundaryless career, where the careerist also possesses strong internal career motivations and criteria for success (Baruch, 2004; Hall, 2004; Hall & Mirvis, 1996). It involves a psychological contract with one's self rather than an organisation or organisations. The boundaryless and protean career literature suggests competencies and dispositions for career self-management and career success, but to date there has been minimal empirical work investigating the predictive value of these competencies and dispositions to career success in the boundaryless or protean career. This program of research employed competencies and dispositions from boundaryless and protean career theory to predict career success in professional artists and tertiary arts graduates. These competencies and dispositions were placed into context using individual and contextual career development influences suggested by the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a). Four substantive studies were conducted, using online surveys with professional artists and tertiary arts students / graduates, which were preceded by a pilot study for measure development. A largely quantitative approach to the program of research was preferred, in the interests of generalisability of findings. However, at the time of data collection, there were no quantitative measures available which addressed the constructs of interest. Brief scales of Career Management Competence based on the Australian Blueprint for Career Development (Haines, Scott, & Lincoln, 2003), Protean Career Success Orientation based on the underlying dispositions for career success suggested by protean career theory, and Career Development Influences based on the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a) were constructed and validated via a process of pilot testing and exploratory factor analyses. This process was followed by confirmatory factor analyses with data collected from two samples: 310 professional artists, and 218 graduating arts students who participated at time 1 (i.e., at the point of undergraduate course completion in October, 2005). Confirmatory factor analyses via Structural Equation Modelling conducted in Study 1 revealed that the scales would benefit from some respecification, and so modifications were made to the measures to enhance their validity and reliability. The three scales modified and validated in Study 1 were then used in Studies 3 and 4 as potential predictors of career success for the two groups of artists under investigation, along with relevant sociodemographic variables. The aim of the Study 2 was to explore the construct of career success in the two groups of artists studied. Each participant responded to an open-ended question asking them to define career success. The responses for professional artists were content analysed using emergent coding with two coders. The codebook was later applied to the arts students' definitions. The majority of the themes could be grouped into four main categories: internal definitions; financial recognition definitions; contribution definitions; and non-financial recognition definitions. Only one third of the definition themes in the professional artists' and arts graduates' definitions of career success were categorised as relating to financial recognition. Responses within the financial recognition category also indicated that many of the artists aspired only to a regular subsistence level of arts income (although a small number of the arts graduates did aspire to fame and fortune). The second section of the study investigated the statistical relationships between the five different measures of career success for each career success definitional category and overall. The professional artists' and arts graduates' surveys contained several measures of career success, including total earnings over the previous 12 months, arts earnings over the previous 12 months, 1-6 self-rated total employability, 1-6 self-rated arts employability, and 1-6 self-rated self-defined career success. All of the measures were found to be statistically related to one another, but a very strong statistical relationship was identified between each employability measure and its corresponding earnings measure for both of the samples. Consequently, it was decided to include only the earnings measures (earnings from arts, and earnings overall) and the self-defined career success rating measure in the later studies. Study 3 used the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via Classification and Regression Tree (CART - Breiman, Friedman, Olshen, & Stone, 1984) style decision trees with v-fold crossvalidation pruning using the 1 SE rule. CART decision trees are a nonparametric analysis technique which can be used as an alternative to OLS or hierarchical regression in the case of data which violates parametric statistical assumptions. The three optimal decision trees for total earnings, arts earnings and self defined career success ratings explained a large proportion of the variance in their respective target variables (R2 between 0.49 and 0.68). The Career building subscale of the Career Management Competence scale, pertaining to the ability to manage the external aspects of a career, was the most consistent predictor of all three career success measures (and was the strongest predictor for two of the three trees), indicating the importance of the artists' abilities to secure work and build the external aspects of a career. Other important predictors included the Self management subscale of the Career Management Competence scale, Protean Career Success Orientation, length of time working in the arts, and the positive role of interpersonal influences, skills and abilities, and interests and beliefs from the Career Development Influences scale. Slightly different patterns of predictors were found for the three different career success measures. Study 4 also involved the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via CART style decision trees. This study used a prospective repeated measures design where the data for the attribute variables were gathered at the point of undergraduate course completion, and the target variables were measured one year later. Data from a total of 122 arts students were used, as 122 of the 218 students who responded to the survey at time 1 (October 2005) also responded at time 2 (October 2006). The resulting optimal decision trees had R2 values of between 0.33 and 0.46. The values were lower than those for the professional artists' decision trees, and the trees themselves were smaller, but the R2 values nonetheless indicated that the arts students' trees possessed satisfactory explanatory power. The arts graduates' Career building scores at time 1 were strongly predictive of all three career success measures at time 2, a similar finding to the professional artists' trees. A further similarity between the trees for the two samples was the strong statistical relationship between Career building, Self management, and Protean Career Success Orientation. However, the most important variable in the total earnings tree was arts discipline category. Technical / design arts graduates consistently earned more overall than arts graduates from other disciplines. Other key predictors in the arts graduates' trees were work experience in arts prior to course completion, positive interpersonal influences, and the positive influence of skills and abilities and interests and beliefs on career development. The research program findings represent significant contributions to existing knowledge about artists' career development and success, and also the transition from higher education to the world of work, with specific reference to arts and creative industries programs. It also has implications for theory relating to career success and protean / boundaryless careers.
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Lin, Chi-Yeh, and 林季燁. "The study of motivation and learning experiences of elementary school teachers enrolled in graduate studies program designed for working professionals." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96453230660380137364.
Full textAbstract:
碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>98<br>ABSTRACT
The purpose of this study is to investigate the motivation and learning experiences of elementary school teachers enrolled in graduate studies program designed for working professionals. With in-depth interviews of 12 teachers with a master’s degree in different institutes or programs, this study aims to understand the specific learning motivation of elementary school teachers to be enrolled in the graduate studies program designed for working professionals, to assess the learning process during the engagement of the program, and to determine the impacts of the program on each teacher and their instructing ability. The ultimate goal is to provide suggestions for the graduate programs based on these teachers’ experiences. The conclusions are as follows:
1. The main motive for the teachers to be enrolled in graduate studies programs, both education-related and education-unrelated programs, is to achieve a promotion and a salary increase.
2. The reason for the teachers who chose education-related programs is to enhance their teaching skills. The reason for those who chose education-unrelated programs is because of their personal interests.
3. The teaching faculty of the program is the key for the program to succeed.
4. Most teachers found that the best way to learn is gaining practical experiences through peer discussions and sharing.
5. The courses of education-related programs are not as practical as expected.
6. The teaching expertise and personal performances have been improved after taking the graduate program.
7. Course contents of the graduate programs should be designed more thoroughly and adjusted to improve the effectiveness.
Based on the conclusions of this study, the researcher makes some suggestions for applications and future studies.
Keywords: elementary school teachers, in-service program, motivation
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Hitchcock, Cheryl Jean. "Family experiences in Head Start: relating outcomes to kindergarten transition : a dissertations presented to the faculty of the Graduate School, Tennessee Technological University /." 2008. http://proquest.umi.com/pqdweb?index=0&did=1609597821&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1249481252&clientId=28564.
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Pang, Yanhui. "Factors associated with the experiences of parents in the transitioning of their young children from early intervention to programs for three-year-olds : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." 2008. http://proquest.umi.com/pqdweb?index=0&did=1514970651&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1249411416&clientId=28564.
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Feller, Wendé Marie. "The graduate student experience at Oregon State University and the transition to graduate school." Thesis, 2004. http://hdl.handle.net/1957/30218.
Full textAbstract:
The graduate student experience varies for each individual. While some
graduate students decide to continue school after being away from some time, others
continue with their studies immediately following the completion of their Bachelor's
degree. This decision to continue one's education can be difficult and may require
further assistance from the student's peers, faculty members, and student services
entities. While the undergraduate student transition has been studied extensively, the
graduate student transition has not been studied in as much depth. It was the intent of
the researchers conducting this study to research the graduate student experience as it
pertains to the graduate student transition at Oregon State University. This research
was conducted using a web-based survey which was sent to academic department
heads with a letter of recommendation from the Dean of the Graduate School asking
them to forward this survey onto their graduate student list-serves. The survey asked
students a variety of questions about their overall experience, their relationship with
their major professor, their satisfaction levels with services available to them, and also
included a few open-ended questions that allowed students to expand on their
comments. Approximately 12.6% of the students who received the survey responded
and there was about a 5.8% response rate of the entire graduate student population.
Although there was a wealth of information gained from the responses, no statistical
analysis was conducted nor was a statistical significance determined. The results
indicated that a majority of students in most cases were either satisfied or very
satisfied with their experiences at Oregon State University.<br>Graduation date: 2004
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Reider, Ruth Ann. "A Case Study of the Life Experiences of High School Graduates/General Education Development (GED) Recipients in Texas Who Experienced Homelessness During Their Public School Education." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9064.
Full textAbstract:
The National Law Center on Homelessness and Poverty (NLCHP, 2007) recently reported that there were 1.3 million homeless children living in the United States. The voices of homeless children and youth are often silent, as the literature generally reflects their experiences only indirectly, as related by care givers or social service providers. In contrast, this study provides firsthand accounts of the difficulties encountered by children and youth who struggle to complete their educations while being homeless. This qualitative case study examines the personal and educational experiences of seven adults who had been homeless as children or youth and who graduated from high school or earned their General Education Development (GED) equivalents.
Two research questions framing this study were: 1. What do the voices of adults who received a high school diploma or GED tell us about their life experiences as a homeless student? 2. What do the voices of adults who received a high school diploma or GED tell us about their educational experiences as a homeless student?
Purposeful sampling was used to locate participants. The population of this study was culturally diverse and included African American and European American individuals currently between the ages of 18 and 51 years. Data was generated via interviews using a protocol designed by the author. This instrument included both fixed and open-ended questions designed to allow participants the opportunity to share their educational and personal experiences. Various forms of documents were also consulted.
The constant comparative method was used to analyze the data. Three categories regarding the life experiences of homeless children and youth emerged from the study; family, the road to homelessness and homelessness. Two categories were identified pertaining to educational experiences; determination or self-motivation and sources of support. The participants' testimonies confirmed some of the existing literature regarding homeless children and youth and, in particular, supported research conducted on the attributes of resiliency. In addition, participant narratives provided insight into the struggles of a marginalized segment of the school population by allowing us to hear their stories in their own words.
The National Law Center on Homelessness and Poverty (NLCHP, 2007) recently
reported that there were 1.3 million homeless children living in the United States. The
voices of homeless children and youth are often silent, as the literature generally reflects
their experiences only indirectly, as related by care givers or social service providers. In
contrast, this study provides firsthand accounts of the difficulties encountered by
children and youth who struggle to complete their educations while being homeless.
This qualitative case study examines the personal and educational experiences of seven
adults who had been homeless as children or youth and who graduated from high school
or earned their General Education Development (GED) equivalents.
Two research questions framing this study were:
1. What do the voices of adults who received a high school diploma or GED
tell us about their life experiences as a homeless student?
2. What do the voices of adults who received a high school diploma or GED
tell us about their educational experiences as a homeless student?
Purposeful sampling was used to locate participants. The population of this study
was culturally diverse and included African American and European American
individuals currently between the ages of 18 and 51 years old. Data was generated via
interviews using a protocol designed by the author. This instrument included both fixed
and open-ended questions designed to allow participant the opportunity to share their
educational and personal experiences. Various forms of documents were also consulted.
The constant comparative method was used to analyze the data. Three categories
regarding the life experiences of homeless children and youth emerged from the study;
family, the road to homelessness and homelessness. Two categories were identified
pertaining to educational experiences; determination or self motivation and sources of
support. The participants' testimonies confirmed some of the existing literature
regarding homeless children and youth, and in particular supported research conducted
on the attributes of resiliency. In addition participant narratives provided insight into the
struggles of a marginalized segment of the school population by allowing us to hear their
stories in their own words.
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CHU, HSU-HWA, and 朱旭華. "Who Knows What's Happening- Self-narration of Frustrated Experience from Prestigious High School Graduates." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hht5dm.
Full textAbstract:
碩士<br>國立臺北護理健康大學<br>生死與健康心理諮商研究所<br>106<br>This thesis aims to explore the frustration experience of prestigious high school students, adopt the self-narrative research method, and use the researcher's life story as the object of inquiry to clarify how the high school experience shapes the "I" individual. The research objectives are as follows: 1. Describe the growth process and experience of prestigious high school. Second, describe the impact of prestigious high school experience on me and my family. Third, re-construct my relationship with my family and describe my own experience.
The results of the study compiled the frustrated experience of prestigious high school students are as follows:First, parents and students share the honor and disgrace. Second, community activities and peers get the students' personal needs to be met. Third, the aura of famous schools affects the development of students' self-identity. Fourth, prestigious high school students have few goals for progression. 5. Students' frustrated experience and self-perception are based on family and social context.
Through self-narration and reflection on the shackles of family and society to prestigious high school students, sharing how to achieve healing in frustration and self-denial; hope to help students in similar situations through the sharing of experience of researchers' own life stories, Parents or teachers of the educational site are also available as a reference.
Keywords: frustrated experience, graduate, prestigious high school, self-narration
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Druskee, Pawliuk Tanya. "How do School of Child and Youth Care graduate students experience gender discussions in the classroom?" Thesis, 2010. http://hdl.handle.net/1828/3068.
Full textAbstract:
Child and Youth Care students were asked: How do you experience gender conversations in the classroom? The participants of this study include three female and two male graduate students at the University of Victoria's School of Child and Youth Care. The study utilized a semi-structured approach, and participants were interviewed by telephone. A phenomenological approach guided the data analysis. Participants reported dissatisfaction with the current lack of gender content in the curriculum and believed more gender content would be beneficial to their understanding of the gender based concerns of their clients as well as the gender realities of CYC practice. Based on these findings, it is recommended that the SCYC implement a variety of strategies to increase the gender content in their curriculum.
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Kuo, Hsiu-Ying, and 郭秀櫻. "Educational studies reexamined by critical pedagogy--the learning experiences of students in graduate schools of education." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16541768695725285750.
Full textAbstract:
碩士<br>國立高雄師範大學<br>教育學系<br>92<br>The recent change of teacher education has made graduate schools of education become popular. This may further result in apparent changes of the composition of graduate students on the one hand, and have long-term impact on both the interactions between students and teachers and the development of graduate institutions of education on the other. Since there are very few studies concerning this issue, this study is aimed to investigate the learning experiences of post-graduate students in educational schools. In doing so, “problem posing” of critical pedagogy is employed as a conceptual tool to delve into the subjectivity of these students.
Research data are collected by questionnaire and interview skills. The main findings are briefed as follows:
1.The backgrounds of students are diverse and 70％ of the students studied hold their first degrees other than education.
2.Gender difference is apparent. Although the female is 2.7 times to the male, male students majored in education are more than the female.
3.There are 63％ students having part-time job and a half of students’ tuition fees are supported by their families.
4.Studying in graduate schools of education is thought both to help students get a teaching job and to promote their social economic status.
5.Postgraduate students are found confined, by institutional regulations or operations, to very limited freedom on the choice of courses.
6.Since most academic activities are run or dominated by the departments or institutions, postgraduate students are found with little power in the arrangement of academic activities. .
7.The alienated relationship between students and teachers is highlighted and to be improved on teachers’ side.
8.Though the professional request of professors is affirmed, many postgraduate students insist that the quality of interactions between students and teachers needs improving.
9.Different organizational atmospheres are shown among institutions. Students in the public-system are more satisfied.
10.Only 39％ students are satisfied with the services of libraries. Many students think that both books and journals are lacking.
11.The academic ambience of graduate institutions is thought to affect students’ decisions on whether working right away or keeping on studying for Ph.D.
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LIN, TING-YU, and 林亭妤. "The Experience of Clinical Psychologists to Be in Practice after Graduating from Graduate School: A Phenomenological Inquiry." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/suxsc3.
Full textAbstract:
碩士<br>輔仁大學<br>臨床心理學系碩士班<br>106<br>Background：The development of Taiwan’s clinical psychology is stemmed from USA, and the base of USA’s current clinical psychology is scientist-practitioner model. The model advocates that practice must be based on science and integrate both of them into a whole. However, evidence-based practice in psychology faces challenges from practical community. In addition, the practice-oriented scholars propose scholar-practitioner model and advocate that practice should lead science. The above-mentioned phenomenon hasn’t had relative empirical studies to research and discuss in Taiwan. Therefore, the present research intends to investigate by means of clinical psychologists’ practical experience obtained in practice after graduating. We expect this research could give reflection for the training in the graduate school of clinical psychology.
Methods：Researcher finds five clinical psychologists who have graduated for less than five years in social network. Every participant accepted semi-structured interviews one or two times. The total time spent for interviewing is 1 hour and 47 minutes to 2 hours and 50 minutes. All the interviews are recorded and transcribed. Full verbatim texts are analyzed through phenomenological method suggested by Li and Lai (2009) including data collection, empathic immersement, meaning units, constituent themes, situated structure, and general structure.
Results：This research investigates clinical psychologists’ experience about how to learn practical action and obtains thirty situated structures and three general structures. When reviewing lessons of the graduate school, participants want that the practice and learning materials are more relative to the clinical field. This hope indicates that “lesson situation” is different from “ clinical situation”. In other words, lessons don’t have patients to make the space for the profession. Teachers can design practical activities to imitate the real situation at the most. Participants enter the clinical field to do professional work in person and imitate teachers’ “preprogrammed maneuver” for practice. Under the condition that they have not completely connected theories yet, they gradually obtain intermediary support. Even when reviewing theoretical contents, they fully agree with them. Furthermore, participants also connect every kind of experience by means of their own strengths and abilities and present unique learning processes. They not only apply theories in their daily life and the clinical field and review their perception to connect themselves with theories, but also acquire knowledge from doing experiments in daily life to construct their own “preprogrammed maneuver”.
Discussions：According to the results of phenomenological analysis, we submit our proposals as follows. (1) The clinical psychologists’ learning processes of practical action in this research act in coordination with Li’s (2011) discourse about “situated actionconceptual knowledge”. After entering the clinical field and participating in practical work, they gradually grasp the connection between things and themselves and can respond patients by practical action. (2) No matter what teaching method is used, it should match situated learning. Furthermore, situated learning had better be similar to the clinical field as much as possible. (3) Practical training of clinical psychology in the graduate school should refer to clinical psychologists’ practical experience to adjust the sequence of contents of training so as to product essential innovation. (4) Clinical psychologists’ qualification is master degree in Taiwan, and it makes scientist-practitioner model be limited. Even evidence-based practice in psychology also involves the process of “situated actionconceptual knowledge”. Therefore, we should think continuously about the model which is coincident with the local contexts. (5) When encountering patients by face to face, clinical psychologists should put aside theories to stand in patients’ shoes without any assumptions. Therefore, the practical training of clinical psychology should focus on the training of clinical psychologists.