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Dissertations / Theses on the topic 'Graduate School Experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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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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2

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

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3

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 HB

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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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5

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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6

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 ret

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7

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, f

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8

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 clas

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9

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

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10

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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11

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

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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 initiat

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17

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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18

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 docu

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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 intervie

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23

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

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24

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 t

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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 hom

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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

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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 pre

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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’

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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.

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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 proceed

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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.

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<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 wa

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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.

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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

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35

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.

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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.

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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 othe

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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.

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<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

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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.

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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/.

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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 engageme

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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/.

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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 elsewher

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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.

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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

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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.

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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 con

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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.

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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 sev

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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.

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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 resul

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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.

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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 conce

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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.

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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

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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.

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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 d

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