Dissertations / Theses: 'Students With EBD'

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Wilfert, Bridget. "Emotional Intelligence and Social Skills: Studying Students with Emotional-Behavioral Disability (EBD)." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/435.

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Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.

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Heintzelman, Sara C. "Integrating Technology to Engage Students with EBD: A Case Study of School Leader Support." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/28.

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The purpose of the study was to examine the role of leadership and school culture on the integration of technology to support instruction for students with emotional and behavioral disorders (EBD). A multiple embedded case study design was used to describe how a school leadership team supports a school culture for technology integration within classrooms where special education teachers integrate technology to engage students with EBD. The primary case of school culture includes a comprehensive description of how the school leadership team supports a culture for technology integration within classrooms. Embedded cases within the primary case describe how special education teachers integrate technology to engage students with EBD in classroom instruction. Technological Pedagogical Content Knowledge (TPACK) (Koehler & Mishra, 2005) is part of the conceptual framework to theoretically undergird the study. The findings of this study describe a school that serves students with EBD where there is a strong school culture and leaders support teachers who integrate technology to engage students. Patterns from the analysis indicate school leaders plan for staff development, participate in staff development sessions with teachers, observe teachers, provide feedback about teacher performance, and praise and encourage teachers to integrate technology. Teachers and leaders engage in formal and informal staff development opportunities to learn how to integrate technology into classroom lessons. As a result of these trainings and school leader support, teachers provide clear expectations for students while integrating technology to engage students, provide direct instruction, choices, and visual representation of content.

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Livingston, Christine. "Get him out of my classroom the effectiveness of the inclusion for students with EBD /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003livingstonc.pdf.

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Schilling, Brittany Linn. "Teacher Perspectives on Behaviors Exhibited by Students at Risk for EBD and the Implications of These Behaviors for the Development of an EBD Screener in Middle and Junior High Schools." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1860.

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Universal screening is an emerging practice in the field of education to provide at-risk students with early intervention services. Currently there is not a universal screener specifically designed for the middle school population. Therefore, the purpose of this study was to obtain junior high and middle school teachers' perspectives on behaviors exhibited by students at risk for emotional and behavioral disorders in order to develop preliminary test items. Several themes were identified from the teachers' perspectives. Teacher perspectives noted that at-risk students displayed a variety of internalizing and externalizing behaviors. These issues included difficulty maintaining peer and teacher relationships, difficulty with hygiene and sleep, challenging home and school relationships, and noncompliant behaviors. From these themes, the researcher created an initial item pool of 24 items, which can be used for future development of a screening instrument.

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Elam, Christie McDuffee. "Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2403.

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The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools that teachers deemed successful in the inclusion classroom. Data were collected using a case study exploring the design with purposeful sampling strategies for participant recruitment. Two focus groups with 14 regular Kindergarten through fifth grade classroom teachers were conducted along with personal interviews with 5 behavior specialists. Data were analyzed using open and axial coding with iterative re-categorization strategies. The findings highlighted effective teaching strategies that focused on improving the overall educational experience in the inclusive classroom by targeting improvement of academic performance, social skills, communication techniques, and behavior management strategies. This study focused on a positive social change by positioning teachers to create a successful educational environment for all students. The study's project provided a culminating professional development project that presented the various strategies discovered during the data collection and analysis process.

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McKnight, Kimberly W. "Communication, Empathy, and Trust: Exploring Teachers' Partnerships With the Families of Their Most Challenging Students." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5052.

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The purpose of this embedded mixed methods collective case study was to explore eight kindergarten, first, and second grade teachers’ experiences partnering with families of their students who are at risk for emotional or behavioral disorders (EBDs). The teachers worked in two high-poverty, non-accredited Title-1 schools in an urban city. The study was part of a federally funded intervention called Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS- Elementary; BiC-E; Sutherland et al., 2017), which is targeted for students at risk for the development of EBDs. It uses evidence- based instructional practices to decrease students’ problem behaviors and increase their engagement. Teachers had BiC-E coaches help them implement a Home-School Partnership manual and process with 1 to 2 families of students at risk for EBDs. The teachers completed pretest measures, followed by a collection of weekly coaching reports for 15 weeks, then posttest measures and posttest interviews were conducted. The study intended to (a) learn more about teachers’ perspectives of partnering with families of their most challenging student and (b) help expand the literature about home-school partnership strategies for teachers to use with their families of students at risk for EBD. Mixed methods analyses revealed three keys to teachers’ successes in partnering with families: a) using the Home-School Partnership process with the CARES Framework encouraged more than just communication, it built empathy, cultural awareness, and effective communication strategies, b) presence of coaches promoted family- teacher partnerships, and c) encouragement of a partnership approach for teachers and families underscored the strengths both partners provided. A conceptual framework illustrated the complicated nature of these partnerships and underscored further study of this under-studied topic. Themes from the qualitative components shed light on the importance of congruence in the roles and expectations for both families and teachers in the partnership. Implications for policy and practice are discussed. Findings help inform the scant literature on targeted home- school partnership processes for teachers and families of students at risk for EBD.

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Sutton, Dawn R. "A Phenomenological Study| Understanding the Experiences of Students with Emotional and Behavioral Disorder (EBD) in the Use of Virtual Reality (VR) Environments." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734045.

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There is very little research about the use of virtual reality (VR) technology within special education environments, in particular Emotional and Behavioral Disorder (EBD) classrooms. The purpose of this phenomenological study was to understand the experiences of students with EBD as they use a VR learning platform as their primary learning environment. The study was focused on four participants as they told their stories about their experience with the virtual learning world of Quest Atlantis. Three main themes related to the participants’ experiences emerged: emergence of self-confidence; play and learning within a virtual learning environment; and fostering positive social interactions. Their experiences within the QA environment showed how they found learning to be a “fun” and meaningful process, which was much different from their experiences in non-virtual learning environments. For these participants, this medium helped them to begin to develop a greater sense of self-confidence, which led to more self-control and management of their lives. In addition, they had begun to learn how to increase their understanding of working in collaborative learning environments, a much-needed skill for the years to come. The benefits of this study may help educators add to their understanding of how the use of VR can help to create a positive learning environment for a group of students with EBD that tend to be in the highly restrictive learning setting.

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Kennedy, Christina N. "The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/67.

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In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed disruptive behaviors. These students were selected based on the following criteria: (a) identified as using attention-seeking behaviors to disrupt classroom instruction, and (b) accrued an average of three or more office discipline referrals (ODRs) during classroom instruction since the beginning of the semester. Teacher praise notes are notes written by the teacher to a student regarding observed appropriate classroom behaviors while peer praise notes are written by the students to peers of their choice regarding observed appropriate behaviors. The type of praise notes were counterbalanced across each session. Duration recording was used to record the length of disruption per student during all sessions. Data were analyzed by visual analysis. The results suggest that TPNs and PPNs decreased disruptive behaviors of the students with E/BD in a residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and future for research directions are discussed.

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Shirk, Christine. "THE PREPAREDNESS OF ELEMENTARY MUSIC TEACHERS TO INCLUDE STUDENTS WITH CHALLENGING BEHAVIOR IN THEIR CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3817.

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Students with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners. Music teacher preparation has been inadequate in training teachers for inclusion. Elementary music educators rarely have outside support to deal with classroom challenges as they serve students with disabilities and at-risk students. Music teacher training is focused on content, not behavior management. This study examined the perceptions of randomly selected elementary music educators who were members of MENC: The National Association for Music Education regarding their preparedness to effectively manage five areas of severe behavior often exhibited by students with emotional behavior disorders: withdrawal, impulsivity, argumentative behavior, aggression towards peers, and aggression towards the teacher. The researcher devised a 39 item online survey instrument based on supporting literature. The survey was given to randomly selected participants. Two hundred sixty-nine elementary music educators from across the United States completed the survey providing information on incidence frequency, preparedness, training in behavior management, and the amount of behavior support available. Elementary music teachers felt prepared to handle impulsivity (58.2%), and argumentative behavior (55.7%). They were not prepared for withdrawal (50.8%), aggression towards peers (50.9%), and least prepared to handle aggression towards the teacher (58.1%).Over 94% of the music teachers had adult assistance less than 25% of the time and 45.9% never had adult assistance with included classes. More than 74% of the teachers indicated that they have adult assistance with self-contained special education classes less than 25% of the time and 35.7% never having adult assistance with those classes. Forty-six point two percent of the music teachers had no behavior specialist available or were unaware if one was available. Only 3.7% of the respondents felt they had all the support they needed. Thirty-six point one percent of the music teachers had no crisis plan in case of an eruption of severe behavior in their classes.
Ed.D.
Department of Child, Family and Community Sciences
Education
Curriculum and Instruction EdD

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Smith, Leroy V. "Increasing the Career Longevity of Teachers of Students With Emotional and Behavioral Disorders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4890.

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Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 EBD teachers. Results of independent-samples t-tests indicated there were no statistically significance differences in responses between the 2 groups. However, there were notable differences when the highest and lowest means scores of individual survey items were examined. The importance both groups placed on job supports when compared to college preparation and job benefit/amenities was evident. Additionally, the results indicated that EBD teachers planning on leaving the profession placed more importance on direct contact with school administrators when compared with those intending to stay. Results of this study should be taken with caution as they are drawn from a relatively small sample of EBD teachers. The results of the study may add to the field of research on EBD teacher attrition rates and possibly assist universities, educational leaders, and education policy makers in developing means to address this issue. Importantly, the results of the study could promote the professional success of EBD teachers as well as the academic, behavioral, and social growth of the students they teach.

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Sanders, Sara. "An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38663.

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Doctor of Education
Department of Special Education, Counseling and Student Affairs
Mickey L. Losinski
Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of fourth, fifth, and sixth grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest-posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.

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Serianni, Barbara. "Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6355.

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Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby & Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, & Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby & Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, & Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track

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Pratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.

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The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.

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Foley, Virginia P. "Gender and Graduation Demographics for EdD Students." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5989.

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Brown-Wujick, Christina A. "Student Employment during Senior Year of Undergraduate Study." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7605.

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This study filled a gap in the higher education literature regarding whether a relationship exists between students’ employment location on or off campus, students’ identification as either native or transfer, and academic success as measured by self-reported grades for full-time seniors between the ages of 20-23 who enrolled in urban colleges and universities. The researcher used the National Survey of Student Engagement survey to collect data. It was administered to students during the 2013 or 2014 administrations at urban colleges and universities, with the purpose of representing the senior cohorts of students at their college or university during the years of administration. The researcher performed a secondary data analysis of the survey responses to the National Survey of Student Experiences of senior students who fit the sampling criterion, with the permission of Indiana University Center for Postsecondary Research. The results showed that, for both native and transfer senior student cohorts, as work hours off campus increased, there was a decrease in self-reported grades. In contrast, both native and transfer students who worked on campus enjoyed higher self-reported grades, and students who worked on campus performed better academically than even those students who did not work at all. Finally, the researcher noted no significant difference between the senior native and transfer student populations’ experiences with employment location and grades.

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Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Foreman, Robin A. "Coping Strategies of Prelicensure Registered Nursing Students Experiencing Student-to-Student Incivility." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3182.

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Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Some nurses ignore the dictates of professionalism and exhibit a total disregard for colleagues and peers by purposefully targeting each other with uncivil behaviors. Incivility has invaded the nursing educational environment with deleterious results. Uncivil behaviors perpetrated by nursing students against other nursing students cause psychological and physiological distress for victims and witnesses. The purposes of this quantitative descriptive study were to identify the behaviors that constituted lateral student-to-student incivility, determine the frequency of experienced student-to-student incivility, and describe the coping strategies employed by prelicensure registered nursing students experiencing lateral student-to-student incivility. Prelicensure registered nursing students in associate degree, baccalaureate degree, and diploma programs were recruited online using nonprobability convenience sampling through the email member list of a national student nursing organization. Participants completed the Ways of Coping (Revised)* survey and the Incivility in Nursing Education Revised (INE-R) Survey anonymously online via email accounts. The response rate was 38%. Four behaviors are identified as highly uncivil by 83.1% to 86.1% of the 373 participants: (1) making threatening statements about weapons; (2) threats of physical harm against others; (3) property damage; and (4) making discriminating comments directed toward others. The most frequently occurring incivility behavior (n = 202; 54.2%) is the use of media devices for purposes unrelated to the current educational task. Planful problem-solving (PP) is the coping strategy employed by most participants (n = 88, 23.6%). Data was analyzed comparing participants’ nursing program levels, ages, genders, and ethnicities using descriptive statistics and Kruskal-Wallis analyses. There were no statistically significant differences across these variables.

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Cowley, Kimberly S. "Investigating West Virginia students' perceptions of the factors affecting their educataional aspirations." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=859.

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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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Gillette, Natasha Marilyn. "Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5520.

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Utilizing the College Student Experiences Questionnaire(CSEQ), a regression analysis was run to identify the ways in which 95 Native American college students attending an elite,religious, predominantly White institution (PWI)interact with faculty. These interactions were used to predict correlations with the educational outcomes of (1) aspirations for graduate school, (2) GPA and (3) overall gains from college. The findings were further disaggregated by first-generation and continuing-generation status. The findings suggest that none of the faculty-student interactions or demographic variables were significantly correlated with aspirations for graduate school. Gender, class standing and age were significantly correlated with GPA. A better relationship with faculty members positively correlated with five of the estimate of gains, suggesting that the better a students' relationships with faculty, the greater their overall gains from college. The current study found that first-generation students did not socialize with a faculty member outside of class as much as continuing-generation students. However, this study found that first-generation students reported better relationships with faculty than continuing generation-students and being more willing than continuing-generation students to work harder as a result of feedback from an instructor. The findings identify faculty-student interactions that can lead to success in higher education for Native American college students, as well as understanding how these interactions compare or differ for first-generation and continuing-generation Native American college students.

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Cate, Jessica W. "Students to Computer Ratio, Socioeconomic Status, and Student Achievement." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3284.

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The purpose of this study was to determine if there was a relationship between the students to computer ratio and 6th grade student achievement in Math and Reading during the 2013-2014 and 2014-2015 school years as compared by socioeconomic status at each of 562 schools in Tennessee. The independent variables in the study were the ratio of students to computer (low/middle/high), the change in ratio of students to computer from 2013-2014 to 2014-2015, and socioeconomic status (low/non-low). The dependent variables in the study were 6th grade mean Reading scores for 2014-2015, 6th grade mean Reading gain scores from 2013-2014 to 2014-2015, 6th grade mean Math scores for 2014-2015, and 6th grade mean Math gain scores from 2013-2014 to 2014-2015. There was not a significant difference between the mean TCAP scores in Reading and Math and low, middle, or high technology schools. There was no correlation between the changes in ratios and TCAP Reading and Math scores. There was no significant difference between low, middle, and high technology schools as compared by their low or non-low SES. There was no significant difference in TCAP Reading or Math scores for low, middle, or high technology schools as compared by their low or non-low SES. There was no significant difference in the change in TCAP Reading and Math scores as compared by low, middle, or high technology and their low or non-low SES. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in low SES schools. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in non-low SES schools.

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Wells, Leslie Marie. "Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for students. Although research has demonstrated that closeness and conflict have an impact on student outcomes, research on the impact in kindergarten is limited. This study examined the associations between STRs characterized by closeness and conflict with reading, mathematics, and behavior outcomes in kindergarten students (n = 97), as well as the moderating effects of gender on these relationships. Results of the full hierarchical regression models indicated that prior reading and mathematics achievement were the strongest predictors of reading and mathematics outcomes. Closeness did not account for any of the variance in reading, mathematics, or externalizing behavior outcomes. Conflict on the other hand, was a small significant predictor for reading and mathematics outcomes, and a large significant predictor for externalizing behavior outcomes. Implications of these findings and suggestions for future research are discussed.

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Hurst, Jennifer R. "Does physical disabilty truly create impairment in adjustment to college life?" Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4529.

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Monda, Samantha J. "Smooth transitions the role of athletic identity and life stress in the freshman student-athlete and non-athlete adjustment process /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5738.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 128 p. : col. ill. Includes abstract. Includes bibliographical references.

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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Chambers, Samuel Ross. "Student engagement using the NSSE benchmarks to investigate longterm persistence /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/chambers/ChambersS0509.pdf.

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This study examined the relationship between student engagement and persistence for 362 first-time, full-time freshmen at a single institution of higher education. The enrollment status of the students was tracked through to the junior year of college. This allowed for three distinct groups of students to be identified for comparative purposes: non-persisters (students who failed to re-enroll at the institution after their freshman year); temporary persisters (students who re-enrolled in a fulltime status at the institution for their sophomore year but not for their junior year); and, longterm persisters (students who stayed enrolled at the institution in a fulltime status through to their junior year). A multinomial linear regression analysis compared the three groups across three models. The predictor variables used consist of: two measures of student engagement constructed from students' index scores on the National Survey of Student Engagement; students' ACT scores; parents' level of education; gender; and, residential status. Findings indicated that higher levels of engagement in the freshman year improve the likelihood of students persisting to the junior year regardless of the measured background characteristics. Higher index scores on the Supportive Campus Environment benchmark were found to be of central importance. These results support the notion that a focus on improving campus culture and on educational quality can help institutions improve retention rates. Also of importance, for temporary persisters the regression analysis highlighted the need for institutions to be more attentive to students' experiences of living on campus. Further research into the effects of living on campus on this group of students is recommended.

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D, LeeAnn. "AN INVESTIGATION OF STUDENT SUCCESS BETWEEN ASSOCIATE OF ARTS AND NON ASSOCIATE OF ARTS TRANSFER STUDENTS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2553.

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This dissertation investigates the possible association between admission with an Associate of Arts (AA) degree or no-AA degree, gender, and ethnicity with graduation GPA, probation, and persistence of community college transfer students admitted to the University of Central Florida in the 2001-2002 academic year (N = 5283). The literature review found that the majority of studies related to transfer student success compared transfer students to native university students. Little evidence of an association between success rates of transfer students as compared to native university students was indicated in the literature. The literature also did not indicate an association between gender and success rates or ethnic group and success rates. The results of this study suggest that admission degree, gender and ethnicity all had little to no impact on the success rates of the transfer students in the sample. The data for the students in the AA admission group indicated that receipt of an AA degree is related to student persistence. However, the test results indicated that this relationship was very weak. Due to the ever-increasing numbers of transfer students in this country, this study can be an informational tool for administrators at community colleges and universities in relation to transfer student success.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Laker, Jason A. "Beyond Bad Dogs: Toward a Pedagogy of Engagement of Male Students." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1073%5F1%5Fm.pdf&type=application/pdf.

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Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.

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College student engagement is an important factor that contributes to student success. This study is one of the first to explore student engagement in undergraduate social work education by examining engagement levels among at-risk social work students. In this study, two types of at-risk student groups were studied: First Generation College Students (FGCS) and transfer students. A cross sectional research design was used. Secondary analysis was performed on data gathered by the National Survey of Student Engagement (NSSE) from five accredited, Bachelor of Social Work (BSW) programs in one southeast state. A sample of 135 BSW seniors were included in this study and their levels of engagement were measured using four engagement types (peer to peer, student with faculty, student with university, and student with profession). Univariate and bivariate statistical procedures were used to examine the data and describe the sample. Hierarchical and logistic regression were used to test whether membership in an at-risk group could predict student engagement. There was a moderate to strong relationship between the four types of student engagement. Together, they indicated a good measure of BSW student engagement. FGCS had statistically significant lower levels of student engagement in three out of the four engagement types (peer to peer, student with faculty, and student with profession) than their non-FGCS counterparts. Practice implications for BSW programs to address low student engagement for FGCS through specific programming were provided. Transfer students had no statistically significant differences in any of the four types of student engagement compared to their non-transfer counterparts. Two explanations were posited for these findings; that social work programs are small in size and facilitate targeted student engagement that act as engagement “protective factors” and, by the time transfer students completed this survey they had already adopted the academic and cultural expectations requisite for success. Lastly, membership in an at-risk group, specifically FGCS, may predict lower levels of engagement in certain engagement types. The overall findings identify areas of low student engagement which afford BSW programs opportunities to create tailored programming to address it, especially among FGCS. Suggestions for future studies are also discussed.

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Vo, Mai-Thuy-Tien, Rafia Muntasira, and Ming-ming Jiang. "Push-pull’s factors influencing exchange student’s destination choice for study abroad : A case study of the students at JIBS." Thesis, Jönköping University, JIBS, Business Administration, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9657.

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‘Internationalisation of higher education’ is considered a significant issue in many countries.One effective way to achieve internationalisation is by having an exchange study program. Thisis something which has been promoted by universities all around the globe. It has been foundthat the experience of studying abroad is beneficial to the students. There has been a trend ofincreasing number of students going to study abroad. In Sweden, Jönköping InternationalBusiness School (JIBS) is one of the most internationalised business schools that promoteexchange studies extensively. To promote study abroad it is important to know what motivatesand influences the students to go on exchange. There has been previous research oninternationalisation and push-pull factors of student mobility which acted as a guideline for thisthesis. Thus it was appealing to study the reasons behind the phenomenon of students goingabroad for exchange studies.The purpose of this paper is to explore the push-pull factors influencing student’s destinationchoice for exchange study abroad. JIBS is the institution where the case study was conducted.The empirical data have been gathered by using a qualitative approach combining face-to-faceinterviews and focus groups with international exchange students and Swedish students. Toanalyse the findings, theories relating to marketing communications in service and productattribution were used.The results derived from the empirical findings show the push-pull factors which motivatestudents to go on exchange. The initial push factor is the promotion and encouragement tostudents for studying abroad by the university. Exchange studies helps to enhance students’personal development with intercultural communication, practicing language skills andtravelling. These skills and experiences add value to their CV.On the other hand the pull factors which the students take into consideration for deciding ontheir host countries and institutions are geographic location, weather, culture, and the economicand social position of the country. Living cost and the education system which includeslanguage used, courses offered, perceived image, communication and cooperation andrecommendations are factors influencing the choices of a student’s decision on the destinationfor studying abroad. The authors in this thesis summarised their findings in a model of pushpullfactors which is specialised only for exchange students. The process of considering thesefactors leads to the outcome of choosing the destination for studying abroad. The authorsbelieve the results of this study can be applied on other universities for further research andmay be appropriate for its own case to focus on areas where it needs to improve.ii

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Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.

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Munguia, Marina. "The Impact of Parental Support on Social Work Students' Well-Being." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/843.

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The purpose of this study was to determine the effects of parental support on social work students’ well-being. This study assessed social work students’ perspectives on perceived social support, financial support and the relationship between student stress levels and depression levels. The data was collected using quantitative surveys and was analyzed using Statistical Package for the Social Science (SPSS). A total of 64 students participated in the study. Results concluded that there was no relationship between parental financial support, parental social support, depression levels, and stress levels were not statistically significant. The study also revealed that parents did not contribute financially to social work students. It was also found that friends played a bigger role in social work students life compared to family. The study recommends increases educational materials on stress and depressive symptoms, training, support from staff, and a one-time mandatory mental health counseling session.

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Rodriguez, Charron. "STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/431.

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This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. The short response portion of the student surveys and the teacher interviews were coded and analyzed for common themes. The research questions that dictated the direction of this study included: Is student engagement altered by use of differentiated curriculum, if so is it increased or decreased with more appropriate assignments for gifted students? Do students put forth the same effort with more complex assignments as with easier assignments? Do fifth-grade gifted students show signs of a lack of student engagement? Further research may include expanding the study to include more students from various school districts to ascertain if the findings are consistent with other groups of students.

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Mize, James B. "Relationships of career decision-making and self-esteem for college students and athletes." Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=41&fid=archive/Fall2005/jmize/mize%5Fjames%5Fb%5F200501%5Fms.pdf.

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Thesis (M.S.)--Georgia Southern University, 2005.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." ETD. Includes bibliographical references (p. 29-41) and appendices.

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Lampi, Andrea Ruth. "Teacher-student interactions differences between students with and without behavior problems /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015645.

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Erbstoesser, Richard James. "Student motivation: instilling a desire to learn in middle school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.

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Meyers, Paul Brian. "The effect of student led conferences on students, parents, and teachers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1513.

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Sanseviro, Michael Lenard. "Student government presidents' perceptions of their role in institutional decision-making at a two-year public college." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11192006-194630/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Susan, Talburt, committee chair; Deron Boyles, Richard Lakes, Irene Prue, committee members. Electronic text (146 p.). Description based on contents viewed May 8, 2007. Includes bibliographical references (p. 130-140).

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May, Walter P. "Student governance a qualitative study of leadership in a student government association /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-03242009-212828/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Philo A. Hutcheson, committee chair; Carlos McCray, Jennifer Esposito, Roger R. Lee, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 409-429).

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Martin, Benjamin Andrew. "Information, Organization, and Target Perceptions of Student Services for Community College Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1450.

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This study addresses several research questions. First, it explores methods for organizing information regarding health services so as to keep information accessibility at an optimal level. Second, this project identifies student perceptions concerning accessibility and organization of information about student services. This study also assesses students' awareness of the available services. The study combined qualitative and quantitative methodology, involving two distinct stages of data collection. Results suggest age is largely unrelated to a belief schools should provide student services but positively correlated with the knowledge of the location of student services. Nearly all student services were positively correlated with the use of services. For the most part, no group differences were observed in the use of services. However, first-generation college students seemed to be the best predictor of the use of student services. Content analysis concluded that contemporary students primarily use internet resources to obtain student services information.

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Bharath, Deoraj. "Effects of student-faculty interactions on persistence of underprepared community college students." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/1671.

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The high concentration of underprepared students in community colleges presents a challenge to educators, policy-makers, and researchers. All have pointed to low completion rates and caution that institutional practices and policy ought to focus on improving retention and graduation rates. However, a multitude of inhibiting factors limits the educational opportunities of underprepared community college students. Using Tinto's (1993) and Astin's (1999) models of student departure as the primary theoretical framework, as well as faculty mentoring as a strategy to impact student performance and retention, the purpose of this study was to determine whether a mentoring program designed to promote greater student-faculty interactions with underprepared community college students is predictive of higher retention for such students. While many studies have documented the positive effects of faculty mentoring with 4-year university students, very few have examined faculty mentoring with underprepared community college students (Campbell and Campbell, 1997; Nora & Crisp, 2007). In this study, the content of student-faculty interactions captured during the mentoring experience was operationalized into eight domains. Faculty members used a log to record their interactions with students. During interactions they tried to help students develop study skills, set goals, and manage their time. They also provided counseling, gave encouragement, nurtured confidence, secured financial aid/grants/scholarships, and helped students navigate their first semester at college. Logistic regression results showed that both frequency and content of faculty interactions were important predictors of retention. Students with high levels of faculty interactions in the area of educational planning and personal/family concerns were more likely to persist. Those with high levels of interactions in time-management and academic concerns were less likely to persist. Interactions that focused on students' poor grades, unpreparedness for class, or excessive absences were predictive of dropping out. Those that focused on developing a program of study, creating a road map to completion, or students' self-perceptions, feelings of self-efficacy, and personal control were predictive of persistence.

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Soule, Kathryn Danielle. "Student services for adult undergraduate students at Virginia's four-year colleges." Full text, Acrobat Reader required, 1998. http://viva.lib.virginia.edu/etd/theses/soule98.pdf.

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Cicotti, Cheryl. "The Relationship Between Incivility and Engagement in Nursing Students at a State College." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5166.

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This study investigated the relationship between engagement, as measured with the Community College Student Survey of Engagement Course Feedback Form, and incivility, as measured with the Incivility in Nursing Education Survey, in 268 nursing students at a state college. A significant relationship was identified between the composite variables representing engagement and incivility. Specifically, the composite engagement variables representing active and collaborative learning, student-faculty interaction, student effort, and academic challenge were positively related to the composite incivility variable reflecting the consideration of disruptive student behavior. Data analysis determined that the most disruptive classroom behavior reported were students holding distracting conversations. The use of computers for non-classroom activities was cited as the most frequently observed disruptive act. The study examined the presence of any differences in the levels of student engagement or incivility between first- and second-year students. No differences in either of these two constructs were identified. The study results suggest a relationship between incivility and engagement and denote the most prevalent and disruptive nursing student behaviors.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education

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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.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Getachew, Almaz Tamene. "Attitudes of Ethiopian college students toward people with visible disabilities." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1139.

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Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified variables that may affect these attitudes. Past studies identified that negative attitudes have created societal barriers affecting the quality of life of PWDs. The non-participation of PWDs in society has been very evident in Ethiopia; however. Because negative attitudes are barriers, without identification and adequate measurement of the attitudes, changing them is difficult. This study provided information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as future elite professionals in Ethiopian society. This study collected data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified significant variables. The results of the CFA, T-test, ANOVA, and correlation analyses provided some major findings. First, the CFA conducted indicated that the model of MAS for the Israeli sample did not fit the Ethiopian sample. The first CFA was conducted because the MAS was only used with the Israel sample. There were no studies which utilized the MAS to compare it to. The results indicated that 12 out of 34 item loaded below .4, indicating that the model of the MAS did not fit. The second CFA was conducted using the 22 items which loaded above .4, while it fit better the first one, over all it did not fit the model. The MAS indicated that Ethiopian college students have negative attitudes in general. The variables gender, level of education, year in school, academic major, contact level, self-esteem, and cultural orientation proved to be significant factors which affected attitudes toward disabilities. Limitations of the study and future research recommendations were discussed.

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Edvalson, Sherri Ivy. "Sociocultural Influences on Undergraduate Students' Conversations on Race at a Predominantly White Institution." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4842.

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The purpose of this study was to analyze the sociocultural influences on dialogues about race of undergraduate students from various racial backgrounds at a Predominantly White Institution (PWI). This qualitative study included 16 undergraduate students from various racial backgrounds at a small, private university in the Midwest who participated in semi-structured focus group interviews. A data analysis addressed how the interplay of narratives and counter-narratives within dialogues on race revealed common themes within the framework of Critical Race Theory. Findings from the interview data suggest that race does not occur solely in the moment of a particular conversation or incidence. Rather, there are three sociocultural influences on undergraduates' conversations on race: The collective history related to race in the United States, students' personal experiences related to race, particularly discrimination, and the way they describe themselves as racial beings. Findings also revealed the possible benefits of providing spaces for students from various racial backgrounds to engage in dialogues on the construct of race.

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Beck, Dennis E. "Effects of detailed customization of student avatars on teacher expectations of students." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0023574.

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Halbert, Linda Hamblin. "The relationship of student-life stress to marital dedication among married undergraduate students and their spouses." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03192006-203223.

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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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David, Kasey, and Elizabeth Contreras-Estrada. "Student and Faculty Perceptions of Mandated Counseling for Master of Social Work Students." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/306.

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This study surveyed the opinions of students and faculty about perceptions of mandated counseling for Master of Social Work (MSW) students at California State University, San Bernardino (CSUSB). The MSW program at CSUSB does not explicitly endorse a strategy to facilitate personal growth and development, such as personal counseling. Given the evidence that counseling can help build self-awareness, reduce stress and manage mental illness, counseling can be beneficial to its students, as it relates to personal growth and professional development. This study’s significance is that it examined social work students and professionals, specifically. This study used a quantitative survey design and the results were analyzed using a between-groups ANOVA. The implications affect policies towards mandated counseling and the means by which students develop professionally.

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Dissertations / Theses on the topic 'Students With EBD'

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