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Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.
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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.
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McQuillan, Paul, and res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.
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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.
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Ladd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.
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Stoeckel, Helen, and n/a. "An investigation of the readjustment experience for secondary exchange students : a family perspective." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061109.093814.
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This study of the process of readjustment for secondary students returning home after
twelve months abroad was investigated from a family perspective. Although
researchers suggest that interactions between the student and others in the home
environment facilitate smooth readjustment, little is known about how the family relates
during this transition period.
In this study, the interactional dynamics within the family during the student's
readjustment were explored. Theoretical concepts from systems theory and family
developmental theory were used to further understanding of the interactional processes
within the family system.
A multiple single-case study research design was employed, where eight families were
interviewed at three points in time: one month before the student's return; one month
after the student's return: and at four to five months after return. All family members
were interviewed at each stage, using a semi-structured interview guide designed to
gather data about family relationships during this period.
Changes in family dynamics between siblings, the returnee student, and parents, were a
significant finding of this study, although these changes varied across families. A
family perspective of the readjustment process was collated from descriptive accounts
from family members, where four phases of the family experience could generally be
described: excitement, uncertainty, rediscovery and reorganisation of the family
system.
It was concluded that the study showed evidence that the readjustment process was
influenced by the interactions and interrelationships within the family, where not only
the student had changed but also the family.
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Smith, Lisa A. "Student Experiences in Residential Programs at Community Colleges: A Multiple Case Study." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210101245.
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Domer, Erica R., Kunal S. Ramani, and Alexandria M. Smith. "An Evaluation of Institutional Introductory Pharmacy Practice Experiences." The University of Arizona, 2011. http://hdl.handle.net/10150/623563.
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Class of 2011 AbstractOBJECTIVES: To assess the effectiveness of the institutional objectives for the Introductory to Pharmacy Practice Experience (IPPE) course at the University of Arizona, College of Pharmacy. METHODS: This observational study included 83 first-year PharmD students, of which 36 were enrolled in the IPPE course during the Spring 2009 semester. At the beginning and end of the semester, each student was given a multiple-choice test with questions related to the institutional objectives for the IPPE course. At the end of the semester, the tests were scored and the pre- and post-tests were matched for each student. RESULTS: No significant difference was found between the pre- and post-test scores, although most students had an improved score on the post-test. Of the students in IPPE, test scores were divided based on the type of practice site attended. No difference was found for the pre- or post-test scores between the different practice sites (p>0.1 for all comparisons) and a medium impact was found between community and hospital practice settings (affect size = 0.49). CONCLUSION: It was concluded that although student competencies improved over the course of the semester, participation in the IPPE course during the first-year of pharmacy school did not significantly contribute to this improvement.
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Weeks, Paul Michael. "What do students value? : an investigation into students' value of their higher education experiences using the value-in-experience construct." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703468/.
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The aim of this thesis is to analyse the value that students identify throughout their higher education experience, when they apply to go to university, while they study on their course and are socialising with other students, and when they graduate and are in either full-time employment or studying for a higher qualification. Value was analysed using the value-in-experience concept because, unlike other conceptualisations of value, it allowed the analysis of value throughout the duration of the students’ experiences, which extend well beyond the period in which they are studying. A conceptual framework was developed from a review of the literature on the value construct and value in higher education, which was used to inform the design of the fieldwork. The research was conducted using a case study of a post-1992 university located in two cities in the East of England. Based on the pragmatist philosophical tradition, a two-stage method was used. The first, qualitative stage explored the views of a small number of students and alumni using semi-structured interviews to seek the students’ views on each stage of their university experience. In the second quantitative research stage, convenience sampling was used to distribute a questionnaire to students studying at the two campuses and 526 useable completed questionnaires were obtained. The research findings indicate that value was anticipated in the application stage and realised in all three stages of the higher education experience. During the application process value was anticipated by the applicants based on the image they formed of the university experience they wanted to have from their search for information about the university/course and talking to their family and friends. Younger applicants who wanted to have an independent life and felt that they could fit in and make friends chose to live in university accommodation and wanted to experience the stereotypical student life. Mature students did not want this and chose instead to live at home and maintain their family relationships and existing friendships. The motivation for studying was an important factor in the decision to study for a degree as 84 percent were vocationally orientated and studied for a degree to improve or enhance their career prospects. All the mature students were vocationally orientated whereas minorities of the younger students were academically orientated wanting to study subjects further which they enjoyed. Value was realised in the application process as applicants valued the support and advice they received from family and friends, the experience of attending an open/offer day where they talked to university staff and viewed the facilities and when they obtained a place at the university receiving the esteem of their family. While studying on their course students valued the experiences they had when learning about the subjects they were studying and mixing with other students in academic and social settings. They also valued the relationships they had with the lecturing staff and their fellow students. This was a realisation of the value they had anticipated when they were applying to the university. The value realised in this stage was tempered, however, by poor communication between lecturers and students, lecturers who were unenthusiastic and not prepared to help students when they needed advice or information, when the university did not keep its promises and when they had poor relations with other students. Graduates realised value when they got a job or studied for a higher degree depending on their motivation for studying; applied the skills they had learned on their course and developed their self-confidence. The alumni were also nostalgic about their time at the university and reminisced about their experiences. A revised conceptual framework was produced as a result of the analysis of the research findings. The research study makes a contribution to knowledge in two respects. Firstly, it has pointed to the importance of the student experience which has been seen in the value they realise in all three stages of the higher education experience and anticipate during the application process. Secondly the research study has contributed empirical evidence for the existing theoretical contributions on this subject.
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Adebanji, Charles Adedayo. "Educational and socio-cultural challenges of immigrant students in a South African school." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24764.
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This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture.Dissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
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LaVeck, Lindsey Michalle. "CAREER DECISION-MAKING DIFFICULTIES AMONG STUDENT VETERANS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1537266760667978.
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Grynko, Natalia Valerianivna. "Early clinical experience." Thesis, ВДНЗ України "Буковинський державний медичний уніврситет", 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14062.
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Orefice, Brian Mark. "Student perceptions of the impact of their merit-based financial aid on their college experiences." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.
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Bu, Khamseen Amani. "Academic difficulties related to literacy experienced by university students in Saudi Arabia : developing a screening questionnaire and examining students' experiences." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27174.
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The purpose of this study was to develop a questionnaire to identify students who are at risk of developing academic difficulties related to literacy in higher education in Saudi Arabia. The study adopted a mixed methodological pragmatic approach with two phases. Data for Phase One was obtained from 341 female Saudi students through the Student Academic Difficulties at Risk (SADR) questionnaire, administered at the beginning of the academic year. After six months, three sets of data were gathered: Students’ Self-Inventory (SSI) with 188 students, teacher reports on students’ academic performance with five teachers reporting on 96 students, and students’ academic Grade Point Average (GPA). In Phase Two, based on the findings of the SADR questionnaire, two students were purposively chosen from each of three different groups for case studies. The findings from Phase One suggested that some of the SADR subscales had high reliability and others showed poor reliability. The results also showed that the SADR questionnaire and GPA correlated and that the regression analysis showed a predictive value for the reading scale. However, case-level analysis showed that the SADR questionnaire could not be reliably used to predict GPA. Additional analysis showed that SSI had high reliability for all subscales and correlated with the SADR questionnaire as well as with GPA. The reading and writing subscales from the SADR questionnaire can predict continued academic difficulties that are related to reading and writing at university level. Phase Two involved case study investigations into true positive, false positive, and false negative predictions of the reliable scales in the SADR questionnaire. The findings of Phase Two showed that a variety of influences affected academic attainment, such as motivational, wellbeing-related, and socio-cultural reasons.
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Anible, Floyd Russell. "Effects of intervening work experience on undergraduate persistence." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173112320.
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Glotzbach, Wenyan. "Differences of Freshman Experience Between Local students and Non-local students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/478.
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What are the differences of freshman experience between local students and non-local students? In this study, Local Students (LS) are defined as students who lived within two hours’ drive from East Tennessee State University's Main Campus. Non-Local Students (NLS) are defined as students who lived further than two hours’ drive from ETSU Main Campus. My hypothesis is that LS have a better freshman experience than NLS. The data set from Dr. Richards and Dr. Hoff is used for the analysis to test if my hypothesis is going to be accepted or rejected. There are different aspects of the freshman experiences that are going to be compared.
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Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.
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Tingelstad, Erik Karl. "Career expectations and experiences of beginning student affairs administration graduate students /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7527.
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Friend, Katherine Louise. "Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23569.
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This nested multi-site case study uses data from interviews with thirty underrepresented students to explore how these students experience elite universities. Although greater numbers of underrepresented students are enrolling in university than ever before, those from non-traditional backgrounds are largely excluded from elite universities. Elite universities in the United States, England, and Scotland are all striving for increasingly higher levels of excellence, status, and funding to raise and maintain their global positions as university rankings continue to affect student choice and perception of value. The expansion of higher education during the past several decades has fostered discussions pertaining to the social characteristics of the student body, and whether enough is being done to include individuals traditionally excluded from higher education. Simply developing widening participation initiatives, however, does not eliminate inequality in the university system. This thesis considers discussions relating to higher education expansion, development of widening participation policy, costs associated with higher education, and the social characteristics and constructions of the underrepresented student in the three nations. The four key findings resulting from the student interviews are organised into the three themes of economic, social, and cultural capital. The first finding was that the students who lacked accessible economic capital were unable to participate in social events. The inability to participate produced feelings of exclusion. The second key finding was that students who were most debt averse reported the least amount of debt. This debt aversion meant some students worked nearly full-time or strictly managed their income. The third key finding was that students who were able to minimise their social and cultural differences, such as changing their accent, were more likely to report feelings of belonging. The fourth key finding was that, although the widening participation policy agenda focuses predominately on economic disadvantage and access, very little attention is given to elite universities’ habitus, which perpetuate privilege and complicate feelings of belonging. One of the most pronounced areas for further research that has come out of this study is whether the fear of stigmatisation in identifying widening participation students outweighs the potential benefits in acknowledging and creating a community for those students. Ultimately, the hope of this study is that, by understanding the experiences of such students who gain access to an elite university, we can learn from their experiences and how, moving forward, not only help a greater number of underrepresented students to attend these elite universities, but also support those students throughout their university years.
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Busey, Christopher. "The Latina/o Student's Experience in Social Studies: A Phenomenological Study of Eighth Grade Students." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5776.
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The purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive sampling. In addition to the interviews, students wrote narratives and drew images as a form of data triangulation. The goal was to give students various methods for relaying their experiences. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007). Using Critical Race Theory and Latino Critical Race Theory as a framework, results revealed that students experienced middle school social studies through the lens of race. Students felt oppressed by the curriculum and textbook due to the fact that culturally responsive teaching practices were primarily absent, diversity was presented only through a Black-White dichotomy, and the social studies curriculum was dominated by notions of White supremacy. Latina/o students experienced a curriculum that was boring as a result of teachers who were boring. Students validated the use of Critical Race Theory and Latino Critical Race Theory as a framework for educational research at the middle school level. In all, this research investigation fills a void in social studies research. The voices and experiences of Latino learners in social studies have been absent in social studies research. Educators can use this research study to alter the approaches to the social studies curriculum for the betterment of our culturally diverse learners.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Social Science Education
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Weber, Wade Michael. "A literature review of the reentry and adjustment experience of college students returning from short-term international christian mission experiences and implications for student affairs professionals." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1436.
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Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.
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Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.
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Meagher, Peter J. "A Phenomenological Study of the Experience of Respondents in Campus-Based Restorative Justice Programs." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257144186.
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Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
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Henry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.
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Online higher education presents a critical opportunity to extend and diversify the student body. The Online Student Experience (OSE), and online student outcomes, however, remain shrouded in ambiguity. The literature presents conflicting reports of online education (OE) quality, confounded by a lack of appreciation for potential differences between online and on-campus education, and a diversity of interpretations for what constitutes OE. The present research conceptualises OE as representing university courses that require students to interact with instructors and course materials via the internet, with no expectation of attending a university campus. A broad student-centred perspective is notably lacking from the OE literature, with limited consideration of students’ expectations and perceptions, students’ experiences beyond the curriculum, and the role of students’ experiences in online student outcomes. Instead, prior research has relied on assumed benefits and limitations, or researcher-determined measures of online student suitability and online course quality. The first-year transition may be especially challenging for online students, furthermore, yet understanding of the online first-year experience has been limited to extrapolations from on-campus literature. In the absence of a deep, student-centred understanding of first-year online students’ expectations and experiences, combined with clear evidence for what may contribute to a quality OSE; it remains unclear whether OE presents a viable method of education, and how online student outcomes might be enhanced.
A deeper understanding of the OSE is critical to ensure universities attract and retain a diverse range of students. The present research contributes to this understanding, offering a rich description of how first-year students at an Australian public university constructed their lived experiences of OE, and attributed meaning to these experiences. Adopting qualitative inquiry and phenomenological case study methodology, online students’ expectations, experiences and outcomes were explored through in-depth online interviews with 43 students; and resultant transcripts analysed using thematic analysis.
Six themes were identified to describe students’ lived experiences of OE: learner Motivation, Ability and Circumstances; and institutional Interaction, Curriculum and Environment, forming a Motivation, Ability, Circumstances – Interaction, Curriculum, Environment, or MAC-ICE, thematic structure of the OSE. Discrete expectations and experiences formed sub-themes corresponding to each of these themes. Students’ experiences varied considerably, nonetheless, with no consistent explanation for how all first-year university students might experience OE, corresponding to frequent inaccurate expectations.
Each theme was perceived to have informed students’ outcomes, either directly contributing to their learning, performance, satisfaction or retention, or facilitating experiences conducive to these outcomes. In addition, where students’ expectations were met (or exceeded), or they were supported to manage inaccurate expectations, they felt more satisfied with their experience, and vice versa. Online student outcomes were also interconnected, with retention informed by students’ academic performance and satisfaction; satisfaction informed by learning and academic performance; and academic performance informed by students’ learning. A quality OSE, therefore, appears highly complex, dependent on a range of experiences connected to both the learner and their institution. This interconnectedness of the OSE was summarised through a MAC-ICE thematic matrix.
The findings bring together a fragmented and piecemeal understanding of OE, presenting a holistic and student-centred depiction of a quality OSE. The present research combines and builds upon Constructivist Learning Theory (Lesgold, 2004; Richardson, 2003), Expectation-Confirmation Theory (Bhattacherjee, 2001), and Kember’s Longitudinal-process Model of Drop-out from Distance Education (1989), to form a holistic and student-centred understanding of the OSE, enabling propositions that may clarify and enhance OE theory, and contribute to improved online student outcomes. The resultant MAC-ICE thematic structure and matrix furthermore, offer means through which prior research may be further scrutinised, and the OSE thoroughly examined, enabling researchers, policy-makers and universities alike, to identify, investigate and implement strategies that may ensure a quality OSE.
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Keaney, Christine V. "Mental disorders in college : a qualitative study of lived experience /." Norton, Mass. : Wheaton College, 2010. http://hdl.handle.net/10090/15511.
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Bannister, Stephanie J. "The experiences of non-traditional students utilizing student support services : a qualitative study." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1332.
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Bondesson, Joakim, and Emelie Rindbro. "Students’ experiences in focus." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32598.
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Föreliggande studie baseras på intervjuer med verksamma lärare för årskurs 4-6 i de samhällsorienterade ämnena. Syftet med studien har varit att undersöka vilka undervisningsstrategier lärare använder för att ta tillvara elevers erfarenheter samt vilka förekommande faktorer lärare upplever utgör hinder för att ta tillvara elevers erfarenheter.I studien intervjuades fyra olika lärare varpå intervjumaterialet sammanställdes och analyserades. Då två intervjuer liknade varandra valdes tre av intervjuerna ut att presenteras i studiens resultat. Intervjumodellen valdes utifrån Alvehus (2013) gällande olika intervjumodeller vilket ledde till att semistrukturerade intervjuer utfördes. Intervjuerna genomfördes på respektive lärares arbetsplats.Resultatet av studien visar att lärare som väljer tematiskt samt problembaserat arbetssätt i större utsträckning anser sig ta tillvara elevers erfarenheter i undervisningen. I enlighet med både Dewey och Vygotskijs teorier om att lärande sker i samspel med andra visar även resultatet att de lärare som bedriver den typen av undervisning också är de lärare som faktiskt planerar för och använder elevers erfarenheter i undervisningen. Dessutom visar resultaten att faktorer som lärarna upplever utgör hinder för tillvaratagandet av elevers erfarenheter främst utgörs av inre ramar så som tid, elevgruppens storlek samt alla elevers olika erfarenheter.
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Rammupudu, Manyaku Jaqouline. "Students' experiences of WebCT." Diss., Pretoria : [s.n.], 2006. http://hdl.handle.net/2263/24141.
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The purpose of the study is to explore students’ experiences of WebCT at the University of Pretoria. In order to find out about these experiences, the Department of Telematic Learning and Education Innovation administered a web-based survey to students at the University of Pretoria. At the end of each semester students are requested to complete WebCT Experience Survey voluntarily. The WebCT Experience Survey includes both qualitative and quantitative data for research (TLEI Annual Report, 2003). The focus of this research is more on qualitative data which includes the open-ended questions. The researcher used conceptual analysis to evaluate the open-ended questions in the survey (Busch et al., 2005). The challenges and benefits were coded for their frequency and relevance. The researcher then identified codes to identify the benefits and challenges of students using WebCT. The findings of the research were grouped in terms of technical, facilitation and content issues. The study indicates that students benefited from using WebCT.Dissertation (Magister Educationis (Computer-Integrated Education))--University of Pretoria, 2007.
Curriculum Studies
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Boateng, Agyeman Siriboe. "A Case Study of Equity and Student Experience in a California Community College." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/934.
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In California community colleges, students of color reach educational milestones and culminating outcomes disproportionately less often than their peers. In the past decade, the state has committed renewed energy to refining student equity plan regulations requiring individual colleges to identify and develop strategies to close such gaps. This dissertation sought to focus on the intended beneficiaries of these efforts, asking how students themselves define and experience equity. Using semistructured, narrative interviews to explore the experiences of nine students of color at a California community college, this qualitative case was supported by institutional documents, participant observation, and interviews with college personnel. This inquiry was conceptually framed by Dowd and Bensimon’s (2015) insights on equity’s meaning as a standard of justice, California student equity plan success indicators, and Yosso’s (2005) community cultural wealth. Students’ stories wove tapestries of struggles and triumphs. Their engagement with the college and coursework was often mediated by the external circumstances and internal tumult of their lived experiences and hurdles that derived from college’s personnel or processes. Alternately, students found informational, material, social, and motivational resources in their home networks, college programs, relationships with personnel, and their own recognition of personal growth. Students’ experiences with the college denoted equity by its presence and its absence. While affirmatively identifying instances of caring, validation, and growth, less positive experiences revealed the extent to which equity remains aspirational. These findings give voice to the asymmetries between policy/regulatory efforts to redress entrenched educational inequities and the realities of students’ lived experience.
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Islam, Nehalul. "Assessment and Comparison of the Stress Experienced by International and American Students at the University of North Texas." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2801/.
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There were two purposes of the current study: (1) to evaluate if the East Asian Student Stress Inventory could be used to assess the stress experienced by International and American students at the University of North Texas and (2) to determine if the Inventory could discriminate between the two groups on the basis of the stress assessment. A sample of International (n=205) and American (n=216) graduate and undergraduate students completed the inventory. Results indicated that the EASSI could be generalized to a wider spectrum of International students. Using principal component factor analysis with varimax rotation, eight factors were extracted: culture shock, physiological symptoms, family pressure, test anxiety, financial difficulties, attitude toward study, social support and academic self esteem. The inventory clearly discriminated between the two groups on the subscales of culture shock, family pressure and attitude toward study and the International students scored higher on these subscales.
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Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.
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Orth, Ashley Mark. "International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84623/4/Ashley_Orth_Thesis.pdf.
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This study examined perceptions of international students from Saudi Arabia living and studying in Australia. As a qualitative study that featured case study methodology, the thesis discusses the experiences of Saudi Arabian students in the light of two important factors: students' expectations prior to coming to Australia and the impact of intercultural competency on students' experiences. The study found that while study participants reported mostly positive experiences, there were challenges faced such as coping with English language and culture shock. The thesis culminates in a comprehensive list of implications for educators in the light of the study's findings.
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Gumm, John Eric Smith Al. "Transfer transitions first semester experiences of transfer students at selected Texas Christian universities /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4193.
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Talley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.
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This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement. The sample consisted of 8 students selected from a public middle school in central Virginia . Data collection involved both in-depth individual interviews and classroom observations. Interviews focused on the participants' early educational experiences, middle school experiences with teachers, and experiences of the role that teachers play in learning and achievement. Classroom observations provided additional insight into the classroom setting, participants' actions, and participants' interactions with teachers and other students and were conducted to minimize their influence on classroom activities.
A whole-text analysis of the interview transcripts and field notes generated 5 major categories: elementary school experiences, instructional environment, student motivation, student trust, and racism. For each category, subcategories were also developed. Participants were motivated by teacher trust, encouragement, and expectations. They emphasized the need for equity in the classroom as a prerequisite to academic achievement. They were also motivated to learn by teachers who shared instructional and personal time, spoke positively to them about their future, shared their own educational experiences, and demonstrated a caring attitude toward them. Participants described how they were not motivated to learn by teachers who were viewed as racist, yelled at them, refused to spend time assisting them, or displayed an attitude of apathy. They also expressed how they were sometimes denied bathroom privileges, were separated from White students during class, were treated as if they were "invisible," or were treated like second-class citizens. They also experienced racism as prevalent in teachers' grading practices.
Significant findings include the following: (a) the Black middle school student participants' educational experiences influenced their learning and the classroom environment, (b) duration of instructional time influenced students' learning, (c) high teacher expectations of students and teacher encouragement of discussions beyond course subject matter increased students' motivation to learn, (d) development of a trusting teacher–'student relationship promoted their learning, and (e) various forms of racism decreased students' willingness to learn. Implications of the findings for educational practice and further research are discussed.Ed. D.
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Sedory, Stacy Jill. "Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/48590.
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The purpose of this study was to examine the high school teacher's perceptions of parent involvement and how viewpoints differ based on years of experience and the population served. The study consisted of a survey with open-ended questions given to teachers and administrators and other non-classroom instructional personnel at a high socio-economic school and at a low socio-economic school. The surveys were analyzed and data were presented based on the viewpoints of teachers with fewer than six years of experience, between six and fourteen years of experience and greater than fifteen years of experience. Responses were also presented from non-classroom educators such as guidance counselors and administrators.
There were five findings emerging from this study. The first finding revealed that teacher perceptions of parent involvement varied between low and high socio-economic schools. Another finding discovered that the group of students being taught may play more of a role in teacher perception of parent involvement than the socio-economic status of the school. The third finding was teacher perceptions of key characteristics of parent involvement don't necessarily align with ways teachers say parents are involved. The next finding revealed that teachers communicate with parents via various forms of technology. The final finding exposed that teachers feel that school related involvement at home is important.Ed. D.
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Ritchie, Kelly Renea. "A Comparison of the Self-Efficacy Scores of Preservice Teachers Based on Initial College Experience." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5250/.
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The purpose of this study was to determine if any statistically significant difference exists between the self-efficacy scores of student teachers who began their college experience at the community college level and student teachers who began their education at the university level. The study was used to determine whether or not the type of initial college experience impacted the first two years of college study, in relation to the development of a sense of self-efficacy at the end of the program of study. Self-efficacy data were gathered from beginning student teachers at two comparative institutions. The participants were enrolled in the colleges of education at two large metropolitan universities. One university was located in southern Texas and the other was located in north central Texas. The Teachers' Sense of Efficacy Scale was the instrument used, as well as a researcher-made questionnaire that collected demographic data. In addition to pattern of education, other independent variables included age, gender, ethnicity, certification level sought by the participant, and the number of contact hours spent by the participant in early field experiences in K-12 classrooms. A multiple regression analysis indicated no statistically significant difference in the composite score of the Teachers' Sense of Efficacy Scale, a measure of self-efficacy. The TSES also loads on three factors: Instructional Strategies, Classroom Management, and Student Engagement. Multiple regression analyses of the individual factor scores indicated no statistically significant predictive ability for self-efficacy on any of the subscales across initial college experience. Multiple regression analyses as well as MANOVAs were conducted to determine if the demographic variables of gender, age, ethnicity, G.P.A, certification level, and contact hours impacted TSES scores. The dependent variable was the general self-efficacy scores and the individual factor scores (i.e., Student Engagement, Instructional Strategies and Classroom Management) of student teachers as measured by the TSES. Analyses indicated a positive relationship between age, pattern of education, and global self-efficacy scores. In addition, a statistically significant relationship was indicated between age, pattern of education, and the factor of Instructional Strategies. No statistically significant relationship was found between initial college experience and global TSES scores or factor scores across the other demographic variables.
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Johnson, Courtney Marie. "At the Intersection of Racialization and Criminalization: A Narrative Inquiry into the Collegiate Experiences of Black Students with Criminal Records." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618494397041486.
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Wang, Hong. "Conditional Convergence: A Study of Chinese International Students’ Experience and the New Zealand Knowledge Economy." Thesis, University of Canterbury. School of Language, Social and Political Sciences, 2014. http://hdl.handle.net/10092/9658.
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Since the mid-1990s, New Zealand has become a popular study destination for international students. In its neo-liberal knowledge economy policies including an export education policy, international education agenda, and skilled immigration policy, international students are conceptualised as ideal policy subjects: free, rational and self-interested knowledge consumers and globally available human resources. International postgraduates are expected to contribute to New Zealand’s knowledge economy with their knowledge and skills. However, both the statistics and empirical research suggest that these students’ experiences do not always coincide with the policy expectations owing to the involvement of multiple political and non-political factors and actors including international students themselves. Cultural differences in particular, generate extra challenges for these policies to recruit and serve international students and retain international graduates from non-Western cultural backgrounds including those from Mainland China. The gap between the policy intentions and these students’ experiences draws our attention to the roles of multiple regimes of government and individual students as active agencies in overseas study and raises the question of how the two aspects can converge to achieve a ‘good’ overseas study in a complicated culture-crossing policy environment.
This thesis takes a post-structuralist approach and uses an adapted Foucauldian conceptual framework that develops the concept of governmentality to explore the experiences of a group of postgraduate Chinese international students studying at two New Zealand universities. It combines documentary research, an online survey and 56 in-depth interviews for data collection with culturally informed discursive, Foucauldian descriptive statistical and Foucauldian narrative analyses of data. The findings show that the convergence between New Zealand’s knowledge economy policies and Chinese students’ experiences of ‘good’ overseas study is not straightforward. This thesis argues that Chinese international students are not made and governed by a singular political power like the New Zealand Government but by multiple regimes of practices through which these students are assembled. Chinese cultural mechanisms such as filial piety, reciprocity and loyalty, play a crucial role in constituting the field of international education and assembling regimes of subjectification. Moreover, these cultural mechanisms are not only embodied in governmental technologies themselves as technical means, but also activated through the coexistence of multiple rationalities, the hybridisation of regimes of subjectification and cross-cultural applications of these technologies.
This thesis helps explain both ways in which Chinese students get ‘made into’ subjects who are willing to constitute themselves as international students obliged to come to New Zealand and contribute to the knowledge economy and also the constellations of factors motivating them to move away from on-going, constant and regular engagement with New Zealand as a knowledge economy. With its findings, the thesis attempts not only to provide valuable policy recommendations but also to contribute to sociological understandings of the global governance of border-crossing population movements and comparative studies in the sociology of education.
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Munyuki, Chipo Lidia. "“Just trying to live our lives”: gay, lesbian and bisexual students’ experiences of being “at home” in university residence life." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020341.
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Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.
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Manners, Lorraine S. "School experiences of successful students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21072.pdf.
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MacDonald, Grizelda Lucille. "Multiracial graduate students’ lived experiences." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19197.
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Doctor of PhilosophySpecial Education, Counseling and Student Affairs
Christy D. Craft
BeEtta L. Stoney
The United States of America’s demographic population has shifted vastly to include a “new” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences. The purpose of this research was to gain a deeper understanding of multiracial graduate students’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual interviews with each of three participants. The findings from this research revealed the ever-present importance of racism and colorism and their impact on racial identity, the continued challenges of the campus climate experienced by multiracial students at a predominantly White institution (PWI), the impact and influence of religion at a PWI, and how multiracial students manage different types of relationships with peers and faculty. Implications for research and practice are provided as a result of the insights gleaned through this research about the lived experiences of three multiracial graduate students at one predominantly White higher education institution.
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Van, Dyk D. L., and H. Bezuidenhout. "Learning experiences of students during integrated management of childhood illness (IMCI) training." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/641.
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Published ArticleThe aim of the study on which this article is based was to reflect on the learning experiences of students during integrated management of childhood illness (IMCI) training in an undergraduate programme. IMCI is a set of guidelines that was established by the World Health Organisation (WHO) for cost-effective quality care for children younger than five to prevent diseases and death (WHO, 2004). Skilled primary healthcare workers are required to provide quality care at first contact with these children. The IMCI package was presented as an integral part of the second-year module that focuses on primary healthcare. In order to improve the quality of health services and refocus the health system on primary health-care (South Africa Department of Health, 2010), students have to demonstrate that they have achieved competence. According to Killen (2000:188), competence is a holistic term and focuses on knowledge, skills and values instead of competencies, which refer to specific capabilities. Primary health-care workers who act competently will integrate foundational IMCI knowledge with skills and values as well as with the ability to verify their decisions (Killen, 2000:188). Aqualitative, exploratory and descriptive research design was used to investigate the IMCI learning experiences. Such experiences are one of the indications whether training has been successful and how it can be improved (Suski, 2004:222). Data was collected by means of nominal-group technique (NGT) interviews with second-year nursing students of the training school who complied with the criteria for inclusion. NGT interviews were used effectively to evaluate clinical interaction, education and training.The findings reflected the different emotions experienced during teaching and learning as having been positive, negative or neutral. The consideration of negative emotions will assist with the improvement of IMCI teaching and learning, but all these findings can be useful for other higher-education institutions that present or plan to present IMCI training.
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Yang, Haiwen. "The impact of cross-cultural experience on worldviews /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3198200.
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Thesis (Ph. D.)--University of Nevada, Reno, 2005."May, 2005." Includes bibliographical references (leaves 68-74). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
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Stewart-Hattar, Virginia Kay. "Transfer Student Experiences at a Four-Year University." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/430.
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In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.
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Roan, Catherine L. "Journalism students' experience of affect in writing /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013016.
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McMahon, Patrick. "A grounded theory of international postgraduate students in a British university : making the grade." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/4587.
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The aim of this study was to produce a grounded theory to describe the experiences of international students living in the UK and studying in a British university, and to understand and explain their behavioural responses to those experiences. Eighteen postgraduate international students were interviewed at a university in the south-west of England and the data was analysed using classic grounded theory methodology. The theory proposes that international students’ two biggest concerns are in regard to their English language skills and their detachment from home students. Students felt that their language skills were inadequate and they perceived themselves to be disadvantaged because of having to operate in a second language. They felt ignored when they attempted to reach out to home students and as a result they turned to co-nationals and recreated their home environment. International students were surprised at the size of the challenge they faced when they took up their studies and had to work hard to bridge the gap that existed between their academic and sociocultural skills and those needed in the UK. International students provided emotional, practical and academic support to each other but the academic support they offered to each other was not always good quality. International students engaged in a process of identity change during their stay in the UK which reflected the multiple and changing nature of their identities and during which they gained the skills they needed to be academically successful.
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Naidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
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Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student.Thesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
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Jenkins, Ruth A. "STUDENT VOICE REFLECTING SCHOOL EXPERIENCES FOR STUDENTS WITH EMOTIONAL DISTURBANCE WHO HAVE EXHIBITED AGGRESSIVE BEHAVIOR IN THE SCHOOL SETTING." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163100679.
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Schumacher, Lisa Polakowski. "The lived experience of student caregivers: a phenomenological study." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5626.
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The purpose of this dissertation study was to describe how students who provide care for a person with a disability or chronic illness cope with the demands of both roles. The way students cope with stress has a direct impact on overall health, which has an impact on learning, development, and retention. Student caregivers are considered nontraditional students; nontraditional students are more likely to drop out of higher education because of obstacles in their non-academic life. Historically, student affairs professionals have developed programs and services to meet the challenges of underrepresented students in higher education. More than half of family caregivers are between the ages of 18-49, due to the aging population. The number of student caregivers enrolled in higher education will continue to increase and they are not adequately represented in student affairs literature. Data for this qualitative study was collected through a combination of individual interviews and a focus group to understand: who student caregivers were caring for, how they coped with their dual roles, and how the institution they attended supported them. While each student caregiving experience is unique, the fundamentals of student caregiving are consistent; student caregivers must often choose between completing academic tasks and caring for a human being. The participants represented a variety of disciplines, which highlights the need for student affairs professionals, faculty, and administrators across the academy to understand the specific challenges they face.
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Rice, Tamara Jean. "Riding Out the Waves: Community College Transfers Graduating with Bachelor's Degrees." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206385493.
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