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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.
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Esposito, Antonella. "The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers." Doctoral thesis, Universitat Oberta de Catalunya, 2014. http://hdl.handle.net/10803/290995.
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This doctoral dissertation is concerned with an exploratory study on how emerging learning ecologies enabled by Web 2.0 and social web are affecting the self-organized practices and dispositions in the digital settings of individual PhD students. The research endorses a constructivist grounded theory approach, where data collection has been undertaken across three Italian and one UK universities and has included a sequence of online questionnaires, individual interviews and focus groups. The findings being generated provide a repertoire of social media practices for research purposes; a framework conceptualizing the trajectories in the digital, in terms of Space, Time, Socialization, Digital identity, Stance and Tensions; the forms of resilience and the tensions underlying the PhD researchers’ digital engagement. The affordances of PhD e-researchers’ emerging ecologies are therefore understood as multi-dimensional and transitional trajectories intentionally undertaken by the individuals and generating a range of reactions toward the opportunities provided by the open Web.
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Persson, Lena. "En aktionsforskningsstudie om undervisning och lärande för hållbar utveckling." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-52291.
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Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future.<br>Lärarforskarskolan Klimatutveckling och Vattenresurser
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Krabacher, Anne Claxton. "Undergraduate Research as a Means of Student Engagement: A Study of Research's Involvement in Five Areas of College Life." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211200259.
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Tauceda, Karen Cavalcanti. "O contexto escolar e as situações de ensino em ciências : interações que se estabelecem na aprendizagem entre alunos e professores na perspectiva da teoria dos campos conceituais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/105016.
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A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997).<br>The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.
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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.
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Dayton, Jennifer. "Student perception of behavior management systems /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Boggs, Elizabeth. "THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3829.
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This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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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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Carman, Wendy Ann. "The effectiveness of a discipline plan on student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Hoben, Kelly Anne. "AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211980552.
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Zeng, Min, and 曾敏. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3700685X.
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Hammond, Jennifer L. "The echo of student voices from the Blue Ridge Mountains /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Stephens, Paul. "UNDERGRADUATE STUDENT SATISFACTION: INVESTIGATING THE MEASUREMENT, DIMENSIONALITY, AND NATURE OF THE CONSTRUCT USING THE RASCH MODEL." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/25.
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Of the many potential and espoused outcomes of higher education, it was satisfaction that rose to prominence for Alexander Astin, stating, “it is difficult to argue that student satisfaction can be legitimately subordinated to any other education outcome” (1993, p. 273). This high endorsement of the construct of satisfaction is backed by a plethora of arguments of its importance for college and university decision makers. A thorough and accurate rendering of student satisfaction measurement is requisite.
To calculate student satisfaction as the magnitude of item endorsement leaves a measure that is sample specific. The goal of a universal and unidimensional measure is only advanced by determining which items do or do not contribute to a model of linearity and unidimensionality. This research utilizes the Rasch model to advance exploration of the variable of student satisfaction. Using data collected from the Noel-Levitz Student Satisfaction Inventory, analysis was conducted to determine if reported ascribed importance and experienced satisfaction adhered to the assumption of the Rasch model.
Results suggest that student satisfaction and ascribed importance do adhere to these assumptions of measurement, but only after ordinal rankings of dissatisfaction are collapsed into a single entity. The determined separation of satisfaction and dissatisfaction likens Herzberg’s Motivation-Hygiene Theory. Additional discussion and implications focus on contrasting analysis when applying the Rasch analysis relative to classical test theory, recommendations of modified instrument scaling to better capture the construct, implications for higher education, and heightened understanding of student satisfaction as a whole.
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Cosme, Marilyn. "What impact does an attendance incentive program have on student attendance? /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Ott, Katherine. "Students' awareness and perceptions of the activity fee at the University of Toledo : a descriptive research study /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo.1239728340.
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Thesis (M.Ed.)--University of Toledo, 2009.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Higher Education." "A thesis entitled"--at head of title. Bibliography: 72-78.
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Carroll, Elizabeth A. "Inclusion : a view from students and teachers /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Herrmann, Tracy. "The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530798796852067.
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Caetano, Ana Paula Lucas. "A iniciação à pesquisa científica como processo formativo em saúde pública: análise crítica e proposta para fortalecimento do programa institucional de bolsas de iniciação científica – PIBIC na ENSP." reponame:Repositório Institucional da FIOCRUZ, 2016. https://www.arca.fiocruz.br/handle/icict/17973.
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Previous issue date: 2016<br>Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. Rio de Janeiro, RJ, Brasil.<br>Trata-se de projeto de pesquisa desenvolvido no âmbito do Programa Pós-graduação em Educação Profissional em Saúde da EPSJV/Fiocruz, o qual tem como objeto de pesquisa o Programa Institucional de Bolsas de Iniciação Científica – PIBIC realizado na ENSP. A investigação se deu à luz da discussão da Iniciação Científica e a formação profissional para saúde pública. Teve como objetivos a) descrever e caracterizar o PIBIC na ENSP; b) mapear as práticas de Iniciação Científica na ENSP; c) identificar o perfil dos alunos e dos orientadores que participam do PIBIC na ENSP e d) identificar e propor estratégias de aperfeiçoamento e ampliação do PIBIC. A pesquisa é de natureza quantitativa e se apoiou na revisão bibliográfica de teses, trabalhos publicados, na análise de documentos produzidos pela ENSP e Fiocruz sobre políticas institucionais de pesquisa com destaque para iniciação científica, além da análise das bases de dados do PIBIC mantidas pela ENSP e pela Fiocruz referentes ao período de 2005 a 2014. Uma das principais fontes deste estudo foram os dados extraídos do currículo lattes dos alunos e orientadores vinculados ao programa PIBIC/CNPq/ENSP. Os resultados alcançados foram à sistematização dos dados do PIBIC na ENSP, a identificação do perfil dos alunos, o mapeamento do perfil dos egressos e sua trajetória acadêmica. Verificou-se, ao final, que mesmo com a ausência de uma política institucional para o PIBIC na Unidade, o programa cumpre o papel estabelecido pelo CNPq de incentivo a formação acadêmica e qualificação para a pesquisa.<br>This is a research project developed within the framework of the Graduate Program in Health Professional Education EPSJV/Fiocruz. The goal was to investigate the Institutional Scholarship Program for Scientific Initiation for undergraduate students - PIBIC held at ENSP, considering the scope of scientific initiation of undergraduate students in Public Health. The aim was to a) describe and characterize the PIBIC at ENSP; b) map the scientific initiation practices in ENSP; c) identify the profile of the students and mentors participating in the PIBIC at ENSP and d) identify and propose strategies for improvement and expansion of PIBIC. The research is quantitative and supported by literature review of theses, published works, the analysis of documents produced by the ENSP and Fiocruz on institutional research policies with emphasis on scientific research, as well as analysis of PIBIC at ENSP using using databases kept by ENSP and Fiocruz, corresponding to the period from 2005 to 2014. One of the main sources of this study were the data extracted from Lattes curriculum of the students and advisors that participated in the PIBIC program/CNPq/ENSP. The results were the systematization of data in PIBIC ENSP , the identification of the student profile, the profile mapping of the graduates and their academic career . It was at the end , even with the absence of an institutional policy for the PIBIC the Unit, the program fulfills the role established by CNPq to encourage academic training and qualifications for research.
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Lee, Heesook Ms. "The Relationships Between Research Training Environment, Researcher Identity Formation Process, and Research Activity Among Counseling Doctoral Students." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2335.
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Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.
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Easterly, Douglas P. "The new transfer student portal understanding new transfer students' transitions to the research university /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457304.
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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 104-107).
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Edwards, Sarita. "Student preferences for accommodation at a Cape Town University: an application of the stated preference approach." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3003.
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Thesis (Master of Marketing)--Cape Peninsula University of Technology, 2019<br>This thesis sought to investigate students’ preferences regarding university accommodation. The object was to identify the aspects and elements of housing that students deemed most desirable. The research also aimed to ascertain which socio-demographic variables might serve as predictors of preference in student housing.
The thesis focused on student housing at a university in Cape Town, South Africa. The researcher adopted a stated preference approach, applying direct measurement and conjoint analysis methods to answer the research questions. The study commenced with qualitative exploratory research, including a literature review and focus group interviews with students. This was followed by collection of cross-sectional quantitative data using person-administered, structured questionnaires distributed among students at the university. SPSS software was used to analyse a total of 457 completed questionnaires.
The direct measurement results indicated that most students prioritised convenience, safety, cost and privacy when it came to choosing accommodation. The three most important attributes as ranked by respondents were having unlimited free WiFi, the inclusion of a 24-hour computer lab in the building, and 24-hour on-site security. In addition, respondents favoured the presence of a convenience shop/kiosk in the residence, followed by sharing showers with students of their own gender, and being within walking distance of campus. Preferences for some but not all the dimensions of accommodation appeared to be influenced by gender, age group and study level. When indicating their willingness to pay (WTP) for a variety of elements relating to accommodation, it emerged that the question of sharing the space in their room – their living and learning space – was very important to the students. The results showed that, apart from having unlimited WiFi and 24-hour on-site security, the aspects for which respondents were prepared to pay most concerned the private space of the individual, e.g. room privacy and room size, as well as having their own toilet and shower. WTP attributes also varied among students according to age group, gender and level of study.
Results from the stated preference (conjoint) experiment analysis showed that students were most sensitive about the sharing of ablutions and number of roommates, strongly preferring private rooms and facilities, or sharing with fewer other students. Monthly rent is next most influential, followed by distance from campus. The model also showed significant differences in the preferences of students based on their gender. Research in this field is overdue because, owing to recent increases in the tertiary student population in South Africa, there is a growing shortage of student accommodation. Current and future student housing needs must be assessed, and any such assessment requires a thorough grasp of current student accommodation preferences. The results of this research thus contribute to the knowledge and understanding available to managers and developers of student accommodation regarding students’ requirements and preferences. The findings can serve as a set of guidelines for developers of student housing and as a foundation for formulating associated marketing strategies.
Despite the existence of extensive research on student housing, few studies have focused on the preferences of students in developing countries, and even fewer in South Africa. This research seeks to fill this gap by increasing awareness and understanding of students’ preferences with regard to university accommodation.
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Campbell, Tammy L. "Leadership and student voice at one high school an action research study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/t_campbell_050509.pdf.
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Costigan, Denise J. "Investigation into the effects of an after school GEPA math program in raising student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Jonsson, Fredrik. "Existence and convergence of moments of student's t-statistic /." Uppsala : Department of Mathematics, Uppsala University, 2008. http://www.math.uu.se/research/pub/Jonsson2_lic.pdf.
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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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Ott, Katherine S. "Students’ awareness and perceptions of the activity fee at the University of Toledo: A descriptive research study." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1239728340.
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Watson, Wendy Elizabeth. "Relationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3847.
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High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.
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(GPSC), Graduate & Professional Student Council. "19th Annual Student Showcase Program (2011)." The University of Arizona, 2011. http://hdl.handle.net/10150/224042.
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(GPSC), Graduate & Professional Student Council. "20th Annual Student Showcase Program (2012)." The University of Arizona, 2012. http://hdl.handle.net/10150/252855.
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(GPSC), Graduate & Professional Student Council. "21st Annual Student Showcase Program (2013)." The University of Arizona (Tucson, AZ), 2013. http://hdl.handle.net/10150/305871.
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(GPSC), Graduate & Professional Student Council. "22nd Annual Student Showcase Program (2014)." The University of Arizona (Tucson, AZ), 2014. http://hdl.handle.net/10150/336434.
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Freeman, Charles David. "An Analysis of Preschool Enrollment and Student Progress Measures among Primary and Elementary Students." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1746.
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The purpose of this study was to determine if a difference in Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores exists between students who attended Tennessee's Voluntary Preschool for All program, Head Start, private preschool, or daycare and those who did not attend any type of preschool program for students in grades kindergarten through fifth. The sample consisted of students who attended kindergarten through fifth grade during the 2009-2010 school year in one east Tennessee school system. Data gathered were from Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores obtained during the 2009-2010 school year and a survey. A two-way analysis of variance was used to identify any relationship between variables.
The investigation of the comparison between the type of preschool attended or no preschool and DIBELS scores will provide information to parents considering enrolling a child in one of the many state funded preschools, daycare, or preparing their child at home. The data will also assist with the implementation of new preschool programs and the improvement of existing programs within the public school setting.
Results of this study will be of immediate interest to preschool programs in the surveyed school system. Other school systems interested in the efficacy of preschool education for increasing student achievement will benefit from the information as well.
Statistical analyses were conducted for DIBELS scores in Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency for kindergarten students. Statistical analyses were conducted for DIBELS scores in Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency, Oral Reading Fluency (ORF), and Retell Fluency (RF) for first grade students. Statistical analyses were conducted for DIBELS scores Oral Reading Fluency (ORF) and Retelling Fluency (RF) for grades 3, 4, and 5. The results of this study did not support a significant difference among DIBELS scores and the type of preschool experience and gender for students enrolled in Hamblen County schools. The results did support a significant main effect for type of preschool for students enrolled in Hamblen County schools. Students who attended private preschool scored better than students who attended the state program, Head Start, daycare, or did not attend a preschool.
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Shearer, Caroline. "Student voices : a study of the transfer, early experiences and inclusion of students in a further education college involving students as co-researchers." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532594.
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This study is concerned with the transfer and early experiences of a group of students at a Further Education College. They are a specific group of post sixteen students in their first year at college, who are studying on a bridging course and have left school with insufficient formal qualifications to transfer directly to a mainstream course, or need to develop life and social skills. The study seeks to identify sources of help which the students drew on in making the choice to come to college, and what they hope to gain from attendance. Initial perceptions about the teaching and support they are receiving at college are explored. In addition, investigation into differences between school and college is undertaken. A further area of enquiry was to find out if the label of special educational needs was meaningful to this group of students. The study also investigates whether the students felt positive about their early experiences of college life. Most of these areas of enquiry feed into the picture of inclusion in the college which was an important theme of the study. It seemed fundamental to try to find out if the operation of the course promoted inclusion within the college. The interviews took place at two points in time; in the autumn term and again in the summer so that changes over time could also be explored. In both interviews students expressed very positive views of life in college, particularly in relation to experiences in school. In college, the students felt respected, valued and secure. Their main source of help in choosing college proved to be their parents. Responses to discussion of the special needs label were varied with more negative than expected views emerging. In terms of the main theory of concerns about inclusion, the material is fascinating. It became apparent that the students felt included and safe within the parameters of their bridging course, and even at times over-protected. Clearly, however, there are issues about their inclusion in college in the widest sense. The epistemological position taken is a social constructivist and phenomenological one as the study explores life at college as these students comprehend it to be, taking into account their different experiences, perceptions and beliefs. The methodology is largely based on a grounded theory approach both in terms of the design and analysis, and adopts a case study approach. A distinctive and unusual feature of this study is the use of student co-researchers who were in their second year at college. Details of their role and involvement will be discussed in some detail.
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Jirkovská, Hana. "Analýza spotřebního chování - cukrovinky." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-15735.
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This thesis analyses consumer behaviour connected with chocolate bars. It describes metodology of marketing research. The form of the research is questionnaire. Respondents are students of VŠE. The research discovers popularity of some brands and selling places in the campus. Results are used for the formulation of recommendation for the strategy of sale.
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Schalk, Samantha Dawn. "When Students Take Action: How and Why to Engage in College Student Activism." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208968417.
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Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
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This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Koukis, Susan L. "At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290007066.
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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.
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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.
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Willis, Deatrice Allen. "Effects of a Student Success Course on Retention of First-Year Community College Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7774.
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Low retention rates among 1st year students plague many community colleges in the United States, including the study site used for this research. Preparing 1st year community college students both academically and socially are key aspects of combating this issue and enhancing student success and persistence. The purpose of this quantitative study was to determine the influence of the First-Year Experience (FYE) course in improving student retention and promoting student success. Rodger’s student development theory and Tinto’s theory on retention guided this study. A causal-comparative design was used to examine the difference in retention rates and GPA between students enrolled in the FYE course and students who were not enrolled in FYE. A total sample of 19,511 1st year students were enrolled in 3 academic semesters in fall 2011, spring 2012 and fall 2012 of which 761 were FYE students and 18,750 were non-FYE students. A series of t tests and chi-square tests were conducted to compare the 2 student groups for the 2 dependent variables. Results showed no statistically significant difference between FYE participation and retention rates for the 2 semesters spring and fall 2012 (p = 0.69 and p = 0.32 respectively) but there was a statistically significant difference for the fall 2011 semester (p < 0.001). The GPA was significantly higher for the 1st year students who completed FYE compared to those who were not enrolled for all three semesters fall 2011, spring 2012, and fall 2012 (p < 0.001, p = 0.15, and p = 0.94 respectively). The results indicate that the FYE course can improve students’ GPA consistently but not their retention. A more detailed investigation into the influence on retention is needed. This study promotes social change by encouraging further research that will benefit the development and improvement of FYE courses.
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Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Tošner, Stanislav. "Návrh marketingové strategie společnosti Asus Computer Czech Republic s.r.o. na cílovou skupinu studentů." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-162213.
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The objective of this master's thesis is to suggest a marketing strategy of company Asus Computer Czech Republic s.r.o., which would be able to effectively approach chosen target group of students. First part is about marketing strategy in general, about its goals , planning and realisation. This is followed by description of company, its product portfolio and current market of information technology. Characterization of target group was made through marketing research (qualitative and quantitative), which is ensued by 5C and SWOT analysis of selected company. Last chapter is mainly focused on suggestion of marketing strategy, which utilizes all acquired knowledge. Propagation tools are divided into four parts (product, price, place, promotion) according to the marketing mix.
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Dyke, Kimberly R. "Academic Achievement of Elementary Students: A Comparison Study of Student Athletes Versus Nonathletes." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1142.
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The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at the elementary level. As a result the relationship between academic performance and participation in school sports among elementary students in grades 4 and 5 was investigated in this study. Through an independent-samples t test analysis of 1,605 fourth and fifth grade boys and girls, it was determined that students who participated in school sports were likely to have higher standardized test scores in both reading and math as measured by the Tennessee Comprehensive Assessment Program. This was true of both male and female students. Additionally students of African-American, Asian, and Latino ethnicity who participated in interscholastic athletics also performed significantly higher on standardized tests than did their peers who did not participate in school sports. However it was determined that no significant relationship existed between participation in school sports and attendance at the elementary level. The results of this study suggest that there exists a positive relationship between interscholastic sports participation and academic achievement.
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Byrd, Debbie C., Adam Welch, Ralph A. Lugo, Victoria Palau, David L. Hurley, and David S. Roane. "Student Research Influencing College Culture." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7169.
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Napolitano, Amanda. "Graduate Students’ Beliefs and Perceptions of Student Engagement and Learning Platforms in Higher Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/135.
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This applied dissertation was designed to understand and explore the experiences of graduate students at a public four-year higher education institution in the southeastern region of the United States. This study utilized an interview based phenomenological qualitative study design approach for data collection and analysis. Committees in the field of higher education reviewed and approved the interview protocol. The research study and data analysis were conducted in the Spring Semester of 2017. The researcher employed semi-structured interviews that were guided by ten protocol questions. Transcription accuracy, credibility, and trustworthiness were established through diligent adherence to university protocols. The collected data revealed themes that supported the researchers’ understanding of graduate students’ perception of engagement and experiences in face-to-face, online, and blended classroom settings.
The qualitative research study provides in-depth insight for future enrollees and program development. The selected institution’s IRB and Nova Southeastern University’s IRB granted permission to conduct the study. A phenomenological approach was used to maximize exploration of graduate students’ perception of engagement and experiences in face-to-face, online, and blended graduate level classroom settings. Ten protocol questions guided the semi-structured interviews. Subsequent to the scheduled 60-minute interviews, Interpretative Phenomenological Analysis (IPA) was used to describe the meaning of several individuals’ perceptions. The most prevalent theme that emerged was a lack of meaningful social interaction, or student engagement, in online formats. Once the data had been analyzed, recommendations for future research were provided to support the needs of a graduate student population on university campuses.
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Lewis, Susan Carol Salyer. "Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1074.
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The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.
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Christie, Angelica Ellman. "Implications of a Health Careers Exploration Program for Minority Student Matriculation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4357.
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Organizations that deliver programs to promote the entry of students from marginalized populations into the U.S. health workforce often struggle to demonstrate the effective achievement of outcomes, and face diminishing fiscal resources. This study was an empirical examination of the extent and manner that a statewide, precollege, health careers exploration program fostered the matriculation of underrepresented minority students into health degree education programs. Schneider and Stevenson's aligned ambitions framework provided the theoretical foundation. The research questions for this study examined the relationship between program participation and the successful health degree matriculation of racial minority students based on the extent of participation, the type of participation, and the extent and type of participation controlling for gender, profession, and region using a quantitative trend analysis of archived program data and longitudinal, preexisting matriculation data. Completion of the analysis used sequential logistic regression. The selection criteria for study included high school students who participated in the program between 2006 to 2010 and who subsequently enrolled in college (N = 246). No statistically significant relationships between program participation and matriculation into health care education programs were found resulting in the recommendation to reassess and revise data collection and analysis processes for future official program evaluation. The resulting white paper recommends that Area Health Education Consortium (AHEC) career exploration program designers create continuous and effective review and evaluation processes to ultimately enable the positive social impact of a more representative number of students from marginalized populations into the U.S. health workforce.
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Haskell, Loretta Murray. "Student Performance of a Library-Related Task." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330802/.
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The high school research paper is a task which consumes instructional time, requires considerable student effort, and places a high demand on school library resources. Little research has been conducted on how students accomplish this task. Academic task research indicates that in classrooms, tasks are defined by students in terms of (a) the nature of the products the teacher will accept and (b) the operations allowed and the resources available. Here the product is the research paper; the resources available include those found in the school library. The purpose of this study was to determine what strategies students use to perform the library-related task.
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Thompson, Susan Wilensky. "Net Generation Researchers: An Inquiry Into Hypertext Reading and Research Strategies of First-Year Composition Students." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2165.
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Hypertext and hyperlinks are present on almost every web site or electronic document. As integral components of visual rhetoric, they are foundational to any discussion of technology and literacy. This inquiry is designed to explore first-year composition students' advances in technological literacy, specifically hypertext reading and research strategies. To accomplish this, a hypertext-reading project was designed to investigate the ways in which first-year composition students assimilate and employ hypertext information as a source from which they must extract information to use in the development of an argument. A program, designed and written specifically for this project, presented research participants, 76 students enrolled in second semester first-year composition, the components of hypertext reading as an online reading and research activity. Participants first completed a technology survey designed to reveal each participant's prior experience and self-perceived expertise with current technology, after which they completed a two-part exercise consisting of a hypertext reading assignment and a post-reading questionnaire. Participants were instructed to use their reading to inform and develop a thesis for an argument. The article selected for this study was "Illegal Immigration," accessed by navigating to http://en.wikipedia.org/wiki/Illegal_immigration. The article discusses a current controversial national concern, illegal immigration. While the use of Wikipedia, an online user-edited encyclopedia, often raises credibility concerns, the site in general offers excellent examples of hypertext reading that include textual as well as graphic links. In the analysis, it is revealed that while the study group rated themselves highly proficient users of Internet search engines, email, social networking, and word processing applications, the majority initially did not recognize a relationship between the actions they take as users of those applications and hyperlinks or hypertext. Post-reading responses revealed that the majority of the group read the article from top to bottom with few to no diversions. Furthermore, while most did recognize the hyperlinks as information portals, they made conscious decisions to not access the links for a variety of stated and implied reasons. This research involved a relatively small student sample that defines the limited scope of the findings; however, the data suggests attitudes and expectations of this group that may reflect student populations with similar or shared demographics. These data are used to inform potential pedagogical application suggestions, including the usefulness of technological proficiency assessments and research using technology within the classroom as well as in external assignments.<br>M.A.<br>Department of English<br>Arts and Humanities<br>English MA