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Jansen, Janine Charlene. "Factors that could facilitate a successful transition from high school to post- school education: the case of high school X in Phillipi." University of the Western Cape, 2014. http://hdl.handle.net/11394/4245.
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Magister Artium (Development Studies) - MA(DVS)<br>This study investigated the factors that could influence Grade 12 learners from low socio-economic backgrounds and their decision-making process with regard to accessing post-school education. The aims of the study were to establish the factors that could facilitate a successful transition from high school to university study, as well as identify the factors that potentially could inhibit the learners’ transition. The objective of the study was to make recommendations, based on the findings of the research data, that could assist the different role players on how best to facilitate, guide and support high school learners’ post-school educational choices. It was proposed that knowledge of the factors that could promote or inhibit the decision-making process of learners would provide valuable insights that could be used to enable more learners to access higher education and, in so doing, increase the participation rates of African and coloured youth at higher education institutions. The student-focused Chapman college-choice model was used as the theoretical framework in order to gain insights into what the factors were that have a significant influence on the choice of learners to pursue studies beyond high school. The study was situated within an interpretative, qualitative research paradigm, using a case study design. The research site was a high school in Phillipi near Cape Town. The research participants consisted of twenty-eight Grade 12 learners who were selected by means of purposive sampling. Three Grade 12 educators also participated in the study. The research instruments included, for the learners, a demographic information sheet, a self-reflective questionnaire and three focus group interviews. Secondary data was included in the discussions. The educators had to complete a self-reflective questionnaire only. Content analysis, using a three-stage open coding process was used to analyse the qualitative data which were organised according to the study’s three sub-questions. The factors discussed in the theoretical framework were used as a guide to group the data into themes and sub-themes. The findings of this study corresponded with the literature reviewed and the factors identified in the theoretical framework, but one finding contradicted the literature, while new factors emerged from the data collected. The findings revealed that there was a greater need of support required from the different role players - family, friends, the community, educators and the school; the Departments of Basic Education and Higher Education; higher education institutions, non-governmental organisations; and companies and other institutions - to ensure that an enabling environment is created to support Grade 12 learners’ transition from high school to university studies. Based on these findings, recommendations were made on how an enabling and supportive environment for Grade 12 learners could be strengthened.
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Williams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.
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Strainic, Jill Marano. "High School Publications Demonstrate Higher Quality When Students Control Content." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1196813343.
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Gardner, James A. Gardner. "Predictors of School Connectedness in Community Colleges." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1471524900.
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Driscoll, Michael J. "Philanthropy and American schools of business| A study of transformation after a school of business is named in honor of a benefactor." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635739.
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<p> Institutions of higher education in the United States seek to obtain new sources of donor support as their traditional sources of funding, beyond student tuition, have come under strain. Given the decline in state and federal funding since 2008, many institutions, and specifically schools of business, have attempted to attract new funds from donors resulting in some of these schools being "named" in honor of these benefactors. Much of the literature regarding philanthropy in higher education focuses on this phenomenon. Additional literature focuses on the change that can occur within organizations. When a college or university announces such a gift, the term "transformative" is often used. This qualitative study examines three schools of business that received naming gifts, and attempts to determine the kinds of transformations anticipated by administrators, faculty, and donors. Whether any transformation takes place because of the gift, the nature of the transformations, faculty and administration participation before, during and after the receipt of the gift, and factors that motivate the donors is examined. The findings point to transformation taking place at the three institutions in the study, but the engagement of the faculty and administrators with a donor appear to be at least as important as the dollar amount of the gift itself.</p>
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Krantz, Michelle. "Diversity-Awareness Training Experiences of School of Education Employees." NSUWorks, 2012. http://nsuworks.nova.edu/fse_etd/51.
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This qualitative case study was designed to investigate employee involvement in a voluntary diversity-training program. There is limited research on what motivated employees to be involved in the diversity workshops. The data collected from the study may give workshop facilitators information on ways to enhance the modules of future workshops in order to reach out to those who have not attended and to sustain the participation of those who do.
The researcher interviewed workshop participants to examine their experiences with the voluntary, diversity-training workshops provided by the School of Education. The interview examined the reasons why employees were motivated to become involved in the workshops, employee expectations of the workshops, and participants’ overall experiences with the workshops. The researcher also observed and noted the participants’ body language and facial expressions during the interview to determine their ease with the questioning strategies and to interpret whether to probe them for additional responses. The agenda and flyer was shown to the participants to see how those documents influenced their decision to participate in the workshops. Additionally, to provide a description of the sample, the participants completed a demographic questionnaire.
The study took place at a university in the southeastern region of the United States. Data collection included interviews and documents. Interpretation analysis was used to identify themes.
An analysis of the data revealed the importance that curiosity, a sense of belonging, peer interaction and a desire to learn has on an individual’s motivation to become involved in a voluntary, diversity-awareness workshop.
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Welch, Catherine E. "Factors Affecting Postsecondary Enrollment among Vermont High School Graduates| A Logistic Regression Analysis." Thesis, New England College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859163.
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<p> The State of Vermont has long had one of the highest high school graduation rates in New England, hovering around 87.8% with a lagging college enrollment rate of 52.3% at any 2- or 4-year postsecondary institution in the country (New England Secondary School Consortium, 2015). This research explored the factors that have the greatest effect on the college enrollment patterns of Vermont high school graduates. Specifically, this study explored the relationship between the following factors and 2- and 4-year college enrollment: (a) academic preparation, (b) access to college information, (c) early career exploration and education planning, (d) gender, (e) grade point average, (f) parent educational attainment, (g) parental expectations, (h) student location, and (i) student perception of affordability. </p><p> This descriptive, correlational quantitative study used binomial logistic regression to determine which of the factors listed in the preceding section had the greatest impact on the college enrollment patterns of Vermont high school graduates. The dataset for this research was the Class of 2014 Senior Survey from the Vermont Student Assistance Corporation, administered to all students graduating from Vermont high schools in 2014. This research looks to inform work currently being done at the state level to raise the number of adults living in Vermont with a postsecondary credential to 70% by the year 2025</p><p>
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Avalos, Deborah Anne. "Poverty and the public school system: Student persistence from elementary school to college graduation." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/18.
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Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.
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Long, Penelope Newton Strand Kenneth H. Hines Edward R. "Goal and strategy perceptions evaluations by college of education and laboratory school faculty and administrators /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726504.
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Thesis (Ph. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 15, 2005. Dissertation Committee: Kenneth H. Strand, Edward R. Hines (co-chairs), Donald S. Kachur, Dennis G. Kelly, Michael Winchell. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.
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Spencer, Rosa Chiffon. "A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.
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<p> This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. </p><p> This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?</p><p>
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Lipiz, Gonzalez Elaine M. "Professional school aspirations of first generation Latino transfer students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581488.
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<p> The low rate of Latino graduate and professional degree attainment is a problem for the Latinos who are not attaining high levels of education, for their families, for the institutions of higher education that suffer from a lack of diversity, and for the local, state, and federal governments that lose tax revenue from the potentially higher income levels earned by advanced degree graduates. The purpose of this phenomenological study was to examine the professional school aspirations of Latino community college transfer students at the University of California, Irvine who are first generation college students. This study investigated the influence of both community college and university experiences on the participants' advanced study goals and explored the interconnections between the participants' advanced study aspirations and their career development. To empower students of color and acknowledge their sources of cultural wealth, this study gave Latino community college transfer students who are first in their families to attend college an opportunity to tell their counterstories about their aspirations to pursue advanced study. Through semistructured, individual interviews with a sample of six Latina students, the following five theme emerged: (a) the importance of family, (b) required success: responsibility, pressure, and burden, (c) turning adversity into strength, (d) the role of mentors and peers, (e) career choice and advanced study decisions. The dissertation includes recommendations for policy, practice, and future research related to the findings.</p>
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Gegen, Sarah Elizabeth Yeotis Catherine. "The effects of higher-level questioning in a high school mathematics classroom." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t070.pdf.
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Thesis (M.Ed.)--Wichita State University, College of Curriculum and Instruction.<br>"May 2006." Title from PDF title page (viewed on October 29, 2006). Thesis adviser: Cathy Yeotis. Includes bibliographic references (leaves 25-27).
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Lo, Mei Ha Tracy. "From high school to higher education : processes, changes, and ways to succeed." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/3377/.
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Transition from high school to higher education brings many changes to students in their academic and social life. Institutions are keen to provide support and services to help students make a smooth transition to college in the hope of helping them to be successful in their education career. This thesis aims to investigate what the first-year students in two associate degree (AD) programmes in a university in Hong Kong expected from college education, what sorts of changes and problems they had encountered in the first year of college and how they perceived academic success. Evidence came primarily from a questionnaire survey of three hundred students, and twenty-four face-to-face individual interviews. The findings of the study reveal that many first-year students in the two AD programmes were not sufficiently prepared for college study. Some failed to integrate into the wider context of a new environment to reap the full benefits of tertiary education, while some failed to make sufficient changes in their learning approach to suit the new academic demands. College to them seemed to be an extension of secondary education preparing them for a full degree programme. On a positive note, the sample in this study agreed that they received more exposure to active learning, such as participating in project work and working in groups. They also began to note the importance of developing themselves in a more holistic manner and the need for developing transferable skills. Raising students’ awareness of the differences between school and college prior to their arrival at college is considered to be an important endeavor to facilitate a smooth transition. Institutions’ support for student adaptation should include not only early orientation programmes but also ongoing activities. A key to successful transition is to promote students’ academic and social integration through policies such as outcome-based curriculums, learning communities and compulsory residence. Students should also be encouraged to undertake regular self-reflection on their learning so as to remain aware of where they are and what to do next.
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Silveira, Priscilla Bacalhau Velloso da. "The economic benefits of higher education: from high school to labor market." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/24161.
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Previous issue date: 2018-05-25<br>Attaining tertiary education has noteworthy implications for both individuals and society. This thesis is composed of three essays related to Economics of Education. The first chapter investigates whether the informational barriers prevent young students from completing high school and starting higher education, by performing an evaluation of a corporate volunteer program that aims to inform students about the benefits of finishing this level of education. The second chapter estimates the returns to college quality and to individual abilities on early career outcomes in Brazil. A new measure of the signal for college quality is proposed for these estimates. The third and last chapter performs a cost-effectiveness analysis of the public provision of higher education compared to private provision in Brazil.<br>Completar um curso de ensino superior tem implicações notáveis para os indivíduos e para a sociedade. Esta tese é composta por três ensaios relacionados à Economia da Educação. O primeiro capítulo investiga se as barreiras informacionais impedem que os jovens concluam o ensino médio e iniciem o ensino superior, realizando uma avaliação de um programa de voluntariado corporativo que visa informar os jovens sobre os benefícios de terminar esse nível de ensino. O segundo capítulo estima o retorno à qualidade da faculdade e às habilidades individuais nos resultados iniciais de carreira no Brasil. Uma nova medida do sinal de qualidade do ensino superior é proposta para essas estimativas. O terceiro e último capítulo realiza uma análise de custo-efetividade da provisão pública de ensino superior comparada à provisão privada no Brasil.
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Barboza, Sandra, Susan Bramlett Epps, Randy L. Byington, and Shane Keene. "HIPAA Goes To School: Clarifying Privacy Laws In The Education Environment." Digital Commons @ East Tennessee State University, 2008. http://ispub.com/IJLHE/6/2/3751.
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Confusion regarding the Health Insurance Portability and Accountability Act (HIPAA) and the Family Educational Rights and Privacy Act (FERPA) continues to be a concern for health care professionals working in the educational environment. Following the Virginia Tech tragedy and similar incidents of school violence in recent years, educational communities and governmental agencies are analyzing the balance between individual privacy and freedom versus the safety and security of all. Health care professionals working in the school environment must stay abreast of privacy regulations regarding student records while providing needed care.
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Rodd, Mary Melissa. "Mathematical warrants, objects and actions in higher school mathematics." Thesis, Open University, 1998. http://oro.open.ac.uk/54372/.
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'Higher school mathematics' connotes typical upper secondary school and early college mathematics. The mathematics at this level is characterised by moves to (1) rigour in justification,(2) abstraction in content and (3) fluency in symbolic manipulation. This thesis investigates these three transitions - towards rigour, abstraction, and tluencyusing philosophical method: for each of the three transitions a proposition is presented and arguments are given in favour of that proposition. These arguments employ concepts and results from contemporary English language-medium philosophy and also rely crucially on classroom issues or accounts of mathematical experience both to elucidate meaning and for the domain of application. These three propositions, with their arguments, are the three sub-theses at the centre of the thesis as a whole. The first of these sub-theses (1) argues that logical deduction, quasi-empiricism and visualisation are mathematical warrants, while authoritatively based justification is essentially non-mathematical. The second sub-thesis (2) argues that the reality of mathematical entities of the sort encountered in the higher school mathematics curriculum is actual not metaphoric. The third sub-thesis (3) claims that certain 'mathematical action' can be construed as non-propositional mathematical knowledge. The application of these general propositions to mathematics in education yields the following: 'coming to know mathematics' involves:(1) using mathematical warrants for justification and self conviction; (2) ontological commitment to mathematical objects; and (3)developing a capability to execute some mathematical procedures automatically.
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Hockett, Anne B. "High school senior college choice factors and influences." Thesis, Wingate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721096.
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<p> This applied mixed method research study was undertaken to identify the college choice factors influential in the college choice decision-making processes of high school seniors, and retrospectively, college freshmen, in one rural NC public school system. Current high school seniors were surveyed; Randolph Community College freshmen, who were graduates of the same high school system, were interviewed. Quantitative data analysis was performed using chi square testing. Standard protocol for qualitative data collection and analysis was observed. </p><p> The most important finding of the study was the need for the college to understand the decision processes of millennials in college choice, while applying that generational information to the marketing and outreach strategies to which millennials resonate. In addition to targeted marketing to millennial high school seniors, results indicated program of study expansion was needed to increase the college’s market penetration of high school graduates. Findings will be used to increase the market penetration of the local community college with its service area’s high school graduates.</p>
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Moore, Sara R. "Literacy Through Photography| Third-Year and Beyond, First-Generation College Student Experience with Culture and Academic Discourse." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729098.
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<p> This qualitative portraiture study examines current issues that surround the experience of third-year and beyond, first-generation college students. There is a need to understand the self-perceptions of first-generation college students. Very few studies follow the group into the third year of college. Most programs track the population for just one year beyond matriculation. Success for first-generation college students is vital, as the group has been identified as a growing population with low college completion rates. This study is presented at a critical time, when the President of the United States claims a college education is necessary to live above the poverty line and achieve middle-class status. The United States government has based public policy and higher education funding upon both student need and institution completion rates. This study used arts-based research and literacy through photography techniques to explore the narrative experience of a small sample of first-generation college students while engaged in interpretative photography. The technique aimed to promote imagination, creativity, critical thinking, and personal reflection. The study engaged participants in literacy through photography and sought to synthesize data in the form of writing samples, interpretative photography, and transcribed interviews to uncover patterns that better explain the tenants of culture leading to academic discourse within a disadvantaged population. The portraiture method was used to provide rich and descriptive data by illuminating themes through participant-researcher collaboration with reflective and narrative components.</p>
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Weinstock, Del. "Patterns of LGBTQ+ victimization from high school to university." Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1620499891141961.
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Barr, Denny Hayes. "High Academically Achieving Rural High School Students' Perceptions of the Influences on Their College Choice Decisions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788082.
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<p> Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. </p><p> Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. </p><p> This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.</p><p>
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Olea, David Michael. "Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school." Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.
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<p> This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.</p>
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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.
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<p> The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student’s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence. </p>
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Pratschler, Marianne. "Effects of mentoring preservice teachers on inservice teachers in professional development school environments." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/694.
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Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of 17 mentor teachers from 3 elementary schools that had PDS partnerships with a local college. Individual interviews and school cohort focus group transcripts were coded and analyzed using a data analysis spiral. The researcher also collected unobtrusive data relevant to professional development activities in the PDSs. Results indicated that mentor teachers viewed mentoring experiences as positive and felt rejuvenated. Participants noted that reciprocal learning took place and that they had grown professionally. The local college has implemented changes and plans to continue to improve programs based of the study findings. Other colleges and universities can utilize the study results and the PDS model to improve inservice teachers' mentoring experiences. Inservice teachers may be empowered by successful mentoring experiences to create change in their schools as they take leadership roles, engage in action research, and promote academic success for all learners in the 21st century.
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Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.
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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.
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Crabtree, William Nelson. "The reorganization of the School of Allied Health Sciences at Whitman University a case study /." [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:3215220.
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Thesis (Ph.D.)--Indiana University, School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1240. Adviser: Nancy V. Chism. "Title from dissertation home page (viewed June 19, 2007)."
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McGrail, Brendan Joseph. ""The Things They Carried|" The Experiences of Working-class White Students at an Independent School." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839458.
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<p> U.S. independent schools, once exclusively the domain of the White, male, upper class, have recently focused on diversifying their student bodies in greater numbers. With an expanded demographic base, a reexamination is necessary to be certain that independent schools are supporting students from non-traditional backgrounds. My experience as an administrator, admission officer, and teacher at elite independent schools has taught me that working-class, White students represent an invisible diversity that is often underserved and understudied at these schools. </p><p> For this study, I attempt to make the invisible visible. Student voices were the heart of this investigation and data collection methods included both extensive individual and focus group interviews. I interviewed students who received at least 50% need-based financial aid and self- identified as White at a K-12 independent school in the North-Eastern part of the United States. In this qualitative exploratory study, I asked these students to tell me their stories. I wanted to learn what they “carried” with them when they first arrived at the school. I also sought to learn more about the supports and barriers that shaped their transition into the school. </p><p> What I learned was that the students each experienced a difficult transition into the school, but eventually created a generally positive school experience. They made meaning of their experience by developing a sense of determination and resiliency, all the while recognizing that their school experience was different than most of their peers. In addition, the students developed high level self-advocacy skills and learned to ask for what they wanted. Absent an organized affinity group, these students found connections with athletic teams, music groups and in advisory. They made authentic connections with adult mentors in the community. These connections to groups and adults eventually helped them to feel a sense of belonging and to find their places in their new school environment.</p><p>
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Stanley, Glenda. "Aspirations of Pacific Island High School Students for University Study in Southeast Queensland." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397043.
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Although Australia is a nation of great opportunity, this is not always the case for many Pacific high school students from low socio economic status (low-SES) backgrounds in Logan City, Australia. Many Pacific Island young people continue to be under-represented in tertiary education and over-represented in low skilled, low paid employment (Kearney & Glen, 2017; Ravulo, 2015, 2018, 2019; Ravulo, Said, Micsko, & Purchase, 2020). This qualitative study explored the lives and experiences of Pacific high school students that shaped their (a) aspirations for university study, (b) pursuit of these aspirations, and (c) participation at university.
Thirty-one students participated in six semi-structured year-level-specific focus groups referred to as talanoa circles. Of this group, eight students participated in semi-structured interviews three years later which provided rich data on their lived experiences that supported, or not, their participation at university. Van Manen’s (1990) phenomenological approach was applied to better understand the essences of participants’ lived experiences. It also examined the relationships and experiences influencing student aspirations, aligned with Bronfenbrenner’s (1995, 2005) bioecological model.
The study found that while participants aspired to attend university to fulfil their parents’ migrant dream, their sense of responsibility to the collective group, more specifically their family and community, outweighed their aspirations. This greatly influenced the decisions and pathways young people pursued on completion of high school, many times at the expense of their participation at university. The learnings from this study contribute to the very limited literature on Pacific high school students’ experiences in Australia and adds to the body of knowledge available on the influences of aspiration for Pacific students. It also provides practical contributions for families, schools/universities and government to better support more positive outcomes for Pacific young people.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Kinley, Gyeltshen Wee Rawang. "Opinions of teachers and school management board on management of higher secondary schools in Thimphu Bhutan /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838017.pdf.
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Hernandez, Jose Carlos. "Student price response the effect of tuition deregulation in Texas on student enrollment trends in Texas public institutions of higher education /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Brooks, Mary Marjorie Curran. "Making connections : interpersonal violence, women, and learning in graduate school." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2442.
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Interpersonal violence against women is a prevalent and often accepted part of North American life. Statistics from both Canada and the United States indicate that one-half of North American women have experienced at least one incident of sexual or physical violence that affects their physical, emotional, and/or mental health. Governments and institutions, including educational institutions, minimize the prevalence of violence and the often debilitating effects it can have on women, silencing the voices of women who have experienced violence, and obscuring the need for intervention and prevention.
The primary objective of this study was to examine the connections between women's experiences with interpersonal violence and their educational experiences in graduate school. More generally, I hoped to add to the limited information about how violence affects learning. I interviewed 11 female graduate students who had experienced interpersonal violence about their experiences in graduate school. The research revealed that the participants connected their experiences with interpersonal violence to their graduate school experiences through the effects of unequal relations of power and of silencing on their self-confidence and self-determination. They also recognized graduate school as a place where they were sometimes able to recover a sense of voice and personal authority that they felt was "lost" in their violent interpersonal relationship(s).
The study findings point to the need for university policy makers and administrators, faculty, and students to understand the effects that experiencing violence may have on women's learning. At the most basic level, policy makers and administrators must think about the gendered implications when creating policies and suggesting strategies for implementation. In addition, pedagogical policies and practices, including the graduate supervisory model, need to be examined from a gendered perspective for issues of power and the possible abuse(s) of power. Through recognizing the prevalence and effects of interpersonal violence against women and addressing how relations of power in graduate school programs may reflect those experiences and affect women's learning, institutions of higher education will increase opportunities for female students and others affected by violence, to be successful, and will strengthen the learning of all students.
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Davidson, Brad Robert. "Institutions of Higher Education Pre-Service School Health Education Practices." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261595922.
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Thesis (M.Ed.)--University of Toledo, 2009.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Health Education." "A thesis entitled"--at head of title. Bibliography: leaves 83-93.
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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.
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Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.
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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.
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Harte, Patrick. "An analysis of EHEA Business School approaches to the development, configuration and management of international academic alliances." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/976954.
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The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.
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Hadinger, Margaret A. "Underrepresented minorities in medical school admissions." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622642.
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<p> Currently, a mismatch exists between the race and ethnicity of the U.S. physician workforce and the patients it serves. The federal government, the Association of American Medical Colleges (AAMC), individual medical schools and other organizations are addressing this mismatch in part by focusing on increasing the numbers of racial/ethnic minorities who matriculate into medical schools. However, it is unclear how minority students navigate the medical school admissions process. This study used a grounded theory approach to explore the medical school admissions experiences of a sample of Black/African-American and Hispanic/Latino students. The study developed and proposed elements of an emerging conceptual model for understanding the reasons why participants applied to medical school, as well as the facilitators and barriers they encountered in the admissions process. Participants were purposively selected Black/African-American and Hispanic/Latino medical students who attended 25 U.S. allopathic medical schools nationwide. Phase 1 included 29 telephone interviews with individual participants and four in-person interviews in groups of two students each. Phase 2 consisted of feedback sessions with five of the original participants to verify four emergent themes: 1) reasons for applying, 2) participants' perceptions of navigating the admissions process, 3) the role and sources of information, guidance, and support, and 4) other forces affecting how participants navigated the admissions process. Reasons for applying to medical school included: perceived fit; prior experience or knowledge; encouragement and role models; desire to help others; perceived benefits; and interest in science. In addition to information, guidance, and support, other forces influenced how participants navigated the admissions process. These forces included: information, guidance and support; finances; preparation; extra programs; extracurricular activities; and attitude. Study findings connect to theories of student college choice and academic capital formation. Findings have implications for research and practice related to advising; reviewing admissions practices; outreach and recruitment; extra programs; mentoring; improved provision of information; and data collection.</p>
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Steinmetz-Benton, Micheala A. "Differences in the Dual Credit Experience between High School and Institutions of Higher Education." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.
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<p> Dual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.</p><p>
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Mai, Jenifer. "College Application Behaviors| Factors Impacting the College Choices of High School Seniors." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.
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<p> College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student’s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students’ college application behaviors might develop.</p><p> This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants’ race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the <i>U.S. News & World Report.</i> Surveys were administered to 341 twelfth grade students in a California public high school.</p><p> Results revealed that both race and academic achievement are significant predictors (<i>R</i><sup>2</sup> = .422) of college selectivity. Inferential analysis reported that Asian participants (<i>M</i> = 2.75) had a higher mean college selectivity score than Filipino (<i> M</i> = 1.91) and Latino/a (<i>M</i> = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.</p><p> The findings also suggest that academic achievement is associated with participants’ college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.</p>
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Hagemeier, Nicholas E. "Shedding Light on Five Common Grad School Misconceptions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1485.
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Szetela, Michelle. "The need for first-year composition in the high school classroom." Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.
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<p> This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses. </p>
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White, Rachel Anne. "Effective Music Teaching in New South Wales: How School Music Programs Promote Consistent High Achievement in the Higher School Certificate." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25804.
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The aim of this study is to determine the key characteristics of high achieving school music programs in New South Wales (NSW), and to highlight the fundamental pedagogical practices of their teachers. It builds on previous research examining successful teaching practices. This thesis explores how effective teaching, positive school cultures and co-curricular programs support the consistent high achievement of students in the Higher School Certificate (HSC) teaching and examination context. It also explores the role of parents, gifted education, authentic learning, and the effect of the Australian Tertiary Admissions Rank (ATAR). It aims to fill a gap in the literature related to high achievement in music education in Australia, but more broadly in the areas of effective music teaching, gifted education, and how high achieving music programs benefit school cultures.
This grounded theory study identified the top 10% of secondary school music programs in NSW through a quantitative analysis of HSC Music results from 2007–2016. Fifty teachers at 23 schools were interviewed about their pedagogy, processes, teaching philosophy, and the perceptions of music in the broader school community. The results of the qualitative data show that robust cocurricular music programs, expert teachers, and supportive leadership are key contributors to their students’ high achievement. Gifted pedagogy, authentic learning practices, and parental perspectives were reported as also influencing the provision of effective music programming. This research reinforces the need for equity in access to quality music education for all students and the importance of effective and informative advocacy.
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Albert, Ernst. "Overcoming the Challenges of Retaining Novice Teachers in a County Public School." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602144.
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<p> Retaining novice teachers in a Northeast Florida county public school is an ongoing challenge. Research indicates that 14% of new teachers will leave the field within 5 years. The purpose of this case study was to investigate the major factors that contributed to this unique group of novice teachers’ decisions to continue to teach at the school during their first 5 years in the field. The societal model served as the conceptual framework for this study of factors affecting teacher turnover, with emphasis on teacher and school characteristics in relation to teacher attrition. Data collected from 9 interviews and an observation and analyzed inductively were used to answer the key research question about what factors contributed to new teachers’ retention. The findings of this study indicated that teacher preparation, administrative support, school environment, working conditions, and student characteristics influenced teacher retention at the local site. Recommendations that stemmed from the findings were formulated into a proposal for a new teacher professional development series that the participating school can use to improve new teacher retention rates. This study promotes positive social change by implementing measures to stabilize new teacher retention rates, which will improve student learning and promote academic success by creating stability in the learning environment.</p><p>
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Seay, Sandra E. "The Relationship of Presidential Leadership Style and the Financial Health of Private, Nonproprietary Institutions of Higher Learning." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2790.
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The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.
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Fullarton, Stephanie. "A case study of school experiences for successful young adults with learning disabilities." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27360.
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The results of recent research show that post-secondary school outcomes of individuals with disabilities lag behind those of non-disabled individuals in employment, residential independence, and post-secondary education (Blackorby & Wagner, 1996; Benz et al., 1997; Colley & Jamison, 1998; Reis et al., 1997; Madaus et al., 2003; & Baer et al., 2003). Despite the disappointing outcome results among individuals with disabilities, those with learning disabilities (LD) as opposed to other disabilities tend to achieve higher post-secondary school education and employment outcomes (Blackorby & Wagner, 1996).
Some studies show that for those with learning disabilities, involvement in academic programs in high school is related to post-secondary academic success (Blackorby & Wagner, 1996; Baer et al. 2003). Likewise, involvement in school-to-work programs while in high school increased the opportunities for attainment of competitive employment (Benz et al. 1997; Baer et al. 2003). However, there are also some studies that have shown that school programs did not contribute to successful adult outcomes and that factors related to the environment and to the individuals themselves were better predictors of post-secondary school success for those with learning disabilities (Raskind et al. 1999; Gerber et al. 1992). Gerber et al. (1992) created a 'Model of Success' which states that success is a function of the degree of control attained by the person with learning disabilities and that individual and environmental factors predict success for individuals with learning disabilities.
This qualitative study used a constructivist conceptual framework. A constructivist conceptual framework refers to the social construction of knowledge by participant and researcher. To understand the participants experience through their own perspective, it becomes the researcher's responsibility to dissolve personal preconceptions and to try to understand the experience from the participants' point of view. A phenomenological strategy was used with a case study method. The phenomenon under investigation was the experience of living with a learning disability and four case studies were employed to investigate this phenomenon.
Therefore, the purpose of this research was to investigate the experiences of individuals who have learning disabilities who received accommodations while in school. Emphasis was placed on the participants' school experiences and reflections on those experiences as well as the individual characteristics and environmental conditions, all of which have acted as facilitators or barriers to their post-secondary school outcomes. Specifically, inquiries into employment opportunities, post-secondary education and independent living outcomes helped to determine the conditions related to success among individuals with learning disabilities in adult life.
The findings from this study show that early identification and remediation are important in enabling the individual: time for advocacy, remediation, accommodations and general adjustment to their learning disability. Progress was made during elementary school but the lack of services offered in secondary school produced negative experiences for the participants. University offered the individuals control over what and how they learned. As well, the support available to them enhanced their university experiences and facilitated successful outcomes. (Abstract shortened by UMI.)
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Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.
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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.
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Hatherley-Greene, Peter. "Cultural border crossings in the UAE : improving transitions from high school to higher education." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1734.
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Over the course of one academic year, I documented the experiences of new first-year male Emirati students at a college of higher education in the United Arab Emirates. Using Giroux’s metaphor of a cultural border crossing, I described and attempted to explain the gamut of transition experiences as young male Emirati school-leavers move from their pre-dominantly Arabic life-world associated with their families and schooling to the pre-dominantly Western culture found in higher education. I additionally investigated factors associated with both students and faculty that hinder and/or enhance student learning, and I assessed best practices in the college administrative and academic areas which appeared to facilitate smoother cultural border crossing experiences for new students. I adopted a multi-paradigmatic research design that drew methods and quality standards from multiple paradigms to create a methodology that enabled an artful, critical and interpretive exploration of complexity supplemented by a descriptive analysis of general social patterns.The latter was achieved by survey research methods and the former using observation, case studies, interviews, journals, student narratives, and focus groups. A Border Crossing Index broadly correlated with the four placement levels of students in Foundations with the result that those students placed in the lower levels were much more likely to leave college and seek full-time employment within the first semester – 66% of the new students left college during the year. Suffering from the effects of neo-indigeneity and a disempowering ‘rentier effect’, I identified almost twice as many factors that appeared to hinder student learning as enhance it. Mainly Western teachers who developed a classroom culture based on ‘warm demandingness’ and rapport-building appeared to have the most positive impact upon the students. The development of students’ soft-skills in a new College Preparation and Readiness (CPR) program was assessed using a Mental Toughness Questionnaire which surprisingly produced lower post-test scores, indicating possibly greater self-awareness and honesty.I offered a series of suggestions from the macro societal level such as more engaged parenting, addressing a potentially devastating ‘rentier effect’, and improving the quality of education especially in the government high schools to smaller ‘tipping point’ changes at the micro college and classroom level. A key emerging question asks - whose interests are being served (or not) by compelling first-language students to cross cultural borders into higher education colleges and asking them to study using the dominant and hegemonic second-language of English?
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Ramasasa, Teboho Kenneth. "Refining service-learning definition in a school of nursing at a university in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6845.
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Magister Curationis - MCur<br>Background: Service-learning links academic acquisition with community-based work within a partnership framework, which is underpinned by values such as respect, reciprocity, relevance and reflection. This pedagogy has its roots in the northern hemisphere, but has become popular with higher education institutions across the globe. According to Butin, service-learning became institutionalised in the USA after a critical mass of service-learning champions was reached in the 1990s. Hence, the majority of higher education institutions are now subscribing to the national organisation, Campus Compact, which is committed to broadening the footprint of service-learning in this sector.
Within the South African higher education sector, “service-learning” as a term became known in 1996. There is, however, wide-spread disagreement as to what is meant by “service-learning”, or exactly what it is meant to accomplish. As a result, education institutions must define it for themselves. A School of Nursing at a university in the Western Cape has defined service-learning during a baseline study that was conducted at the school and this particular definition is, therefore, regarded as a work in progress.
Aim: The aim of the study was to refine the preliminary service-learning definition developed during the baseline study by identifying the main concepts that should be included in the definition of service-learning for this School of Nursing.
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Cuicchi, Federica. "Higher education branding: Nova School of Business and Economics and Bocconi University." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11862.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics<br>In this thesis it is shown a comparison between two of the top thirty European Business School 2013 Ranking of the Financial Times: Nova School of Business and Economics and Bocconi University. The analysis is carried out focusing on the brands and the stakeholders perceptions by analyzing the findings of twenty-four in-depth interviews.
These interviews were conducted to students and alumni from both universities in order
to show the gaps in brand image. Findings indicate different impacts of two different
realities stemming from their history, value and culture. The aim of this work is to show
some tools business school can use to better manage and capture stakeholder’s value.
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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.
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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.
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Larsson, Johan. "Service Quality in Higher Education : An empirical study at the Jönköping International Business School." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21873.
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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.
Full textAbstract:
The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.