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Dodman, Hilary Frances. "Can PRUs work? : a search for an answer from within a lived experience." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/15278.
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This study draws on theories of punishment (Cavadino and Dignan 2007), leadership (West-Burnham 2013), social rules, (Burns and Machado 2014) and resilience (Fredrikson and Branigan 2005) to develop an understanding of Pupil Referral Units (PRUs). PRUs came into being through statute in 1993. They were set up to provide formal educational settings for young people who had been excluded from school. LEAs have responsibility for the education and welfare of all children in their catchment areas, irrespective of which school they attend. If an exclusion occurs, the LEA is obliged to assume responsibility, under section 19(1) of the 1996 Education Act, for the child's education by whatever means seems appropriate to its designated officers. Placement in a Pupil Referral Unit is a course of action they may pursue. This study sets out to discover through a series of narrative interviews conducted within a Key Stage 4 PRU, whether the multiple purposes of the PRU can be achieved, given the issues that present themselves in the isolated setting of the Unit, the resources available and the complex needs of the young people concerned. Fifteen interviews were conducted within a PRU in the academic year 2011-2012. Four were held with the Head; 11 further interviews involved 12 people; 8 members of staff and 4 pupils. A study of the evidence they provided led to a qualified positive response to the research question; i.e. that PRUs can' work' given a number of factors that are listed in the conclusion.
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Gailiun, Tatjana. ""Lalka"B.Prusa w kontekscie literatury młodopolskiej." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_170940-37523.
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Celem rozprawy magisterskiej pod tytułem „Lalka” B. Prusa w kontekscie literatury młodopolskiej jest wprowadzenie poetyki tego utworu w kontekst literatury Młodej Polski i wyznaczenie relacji semantycznych, łączących dane arcydzieło z estetyką przełomu XIX i XX w. Osiągnięcie danego umożliwia się przy rozwiązaniu dwuch zadań, które polegają na odnalezieniu pola semantycznego Lalki wśród „izmów” literatury polskiej końca XIX w. i wyznaczeniu formuły arcydzieła literackiego w odniesieniu do danego utworu w ujęciu ogólnoteoretycznego. Wynikiem badań jest stwierdzenie, że powieść B. Prusa ma charakter prekursorski wobec utworów pisarzy młodopolskich, tak jak wprowadził kompozucję otwartą, nowy egzystencjalny modus bohatera, stworzył powieść polifoniczną i nowoczesny realizm, który łączy się na zasadzie syntezy.<br>Magistrinio darbo B. Pruso „Lėlė” Jaunosios Lenkijos literatūros kontekste tikslas yra to kūrinio poetikos nagrinėjimas Jaunosios Lenkijos literatūros kontekste ir semantinių ryšių,jungančių tą iškilų veikalą su XIX ir XX a. sankirtos estetika, nustatymas. Pasieki šį tikslą įmanoma išsprendus dvi užduotis – ateadus Lelek semantinį lauką tarp Lenkijos XIX a. pabaigos literatūros „izmų” ir nustačius literatūros veikalo formulę šio iškilaus kūrinio atžvilgiu pagaj bendrosios teorijos sampratą. Tyrimų rezultatas yra konstatavimas, kad B. Pruso romanas palyginti su Jaunosios Lenkijos rašytojų kūriniais buvo pirmtakas, nes jame plėtojama atvira kompozicija, naujas egzistencinis herojaus vaizdavimo būdas, kuriamas polifoninis Nauru laikų realizmas, jungiamas sintezės principu.<br>The purpose of the Master’s thesis B. Prus’ „The Doll” in the Contex of the Young Polish Literature is the analysis of the poetics of this work in the context of Young Polish Literature and determination of the semantic connections, connecting this prominent work with the aesthetics of the transition of the 19th and 20th centuries. This goal may be achieved by solving the following two tasks – having discovered the semantic field of The Doll between the Polish literature „isms” of the end of the 19th century and having determined the formula of the piece of literature in respect of this prominent work according to the general theoretical conception. The result of the research is the statement that B. Prus’ novel as compared with the works of the Young Polish writers was a predecessor, as an open composition, a new existential way of depiction of the hero is developed therein, a polyphonic realism of modern times is created, as well as connected in the principle of synthesis.
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Prus, Maryna [Verfasser], and Rainer [Akademischer Betreuer] Schwabe. "Optimal designs for the prediction in hierarchical random coefficient regression models / Maryna Prus. Betreuer: Rainer Schwabe." Magdeburg : Universitätsbibliothek, 2015. http://d-nb.info/1078066485/34.
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Gretarsson, Hringur. "A quadratic Gaussian year-on-year inflation model." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/11082.
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We introduce a new approach to model the market smile for inflation-linked derivatives by defining the Quadratic Gaussian Year-on-Year inflation model—the QGY model. We directly define the model in terms of a year-on-year ratio of the inflation index on a discrete tenor structure, which, along with the nominal discount bond, is driven by a log-quadratic function of a multi-factor Gaussian Markov process. We find closed-form expressions for the drift of the inflation index and for inflation-linked swaps. We get a Black-Scholes-type pricing formula for year-on-year inflation caplets in semi-analytical form. The formula contains an integral of a multivariate Gaussian density over a quadratic domain. In a two-dimensional case, we show how this integral reduces to a one-dimensional integration along the boundary of a conic section. In the case where the year-on-year inflation ratio is driven by two factors, we specify a spherical parameterisation. This gives an intuitive control over the curvature and the skew of the year-on-year inflation smile and shows the maximum curvature and skew obtainable with a particular three-factor version of the QGY model. Within this three-factor model, we identify a parameterisation to control the autocorrelation structure of the inflation index. We calibrate the model to year-on-year inflation options on the UK’s Retail Prices Index (RPI) and the eurozone’s Harmonised Index of Consumer Prices Excluding Tobacco (HICPxT) and get a good fit to the smile of implied volatilities. We use the calibrated model to price HICPxT zero-coupon inflation options and RPI limited price indices (LPIs). Furthermore, we provide methods to interpolate the process for the inflation index and the year-on-year inflation ratio between dates on the tenor structure. Keywords: Year-on-year inflation modelling; multi-factor log-quadratic Gaussian model; stochastic-volatility parameterisation; inflation autocorrelation; year-on-year inflation calibration; LPI pricing.
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Shorey, Eleanor A. "Calendar Year." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1353952981.
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Cockerill, Timothy Paul. "The experiences of a shared placement for pupils identified as having behavioural, emotional and social difficulties and staff." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14186.
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The following research project is split into two phases and concludes with a synthesis of both phases. The overarching aim of the research project is to explore how mainstream schools can best work with alternative providers to make collective provision for those identified as having Behavioural, Emotional and Social Difficulties. In the first phase, a realistic evaluation methodology (Pawson & Tilley, 1997) is adopted and semi structured interviews are used to explore the experiences of staff in relation to pupils on a shared placement. A provisional theory is then developed to explain the outcomes of the shared placement arrangement. The second phase of the research involves gathering the views and perceptions of the pupils and also utilises the realistic evaluation approach. The aim of this phase is to refine and update the provisional theory developed in Phase 1. This study adopts a mixed methods approach, utilising semi-structured interviews with the pupils. A quantitative element is introduced through a closer examination of the relationship between pupils’ sense of school belonging and the success, or otherwise of the shared placement. Throughout both phases of the research, there is a focus on discovering how a shared placement affects the pupil and what the outcomes of this arrangement are. The project is also heavily focused on identifying the contextual conditions that either facilitate or inhibit positive outcomes occurring. The findings of the research indicate that shared placements can lead to a variety of outcomes for pupils. When it works well, pupils become more engaged with their education and this has a positive impact on their behaviour and emotional development. However, it is also clear that shared placements can result in undesirable outcomes including further disengagement from the mainstream school. When outcomes were positive, the shared placement increased pupils’ self-efficacy, aspirations and facilitated achievement. These factors were supported by valuing pupil voice, excellent partnership working between settings and the schools willingness to include children with complex needs. This research also highlights that a greater sense of belonging to the mainstream school is associated with an increased likelihood of positive outcomes occurring. This project has explored an area which has been largely neglected in previous research. The theories developed have a variety of implications for Educational Psychologists as well as wider implications, and these are discussed in the final section. Figure 1 presents a visual overview of the research project.
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Loman, Susan E. "Changes in religious attitudes between Year 7 and Year 9." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409685.
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Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.
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Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
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Pettigrew, Jerryal T. "First-Year Student Perceptions of Support Provided During First-Year Advisory." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/178.
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Many students find their first year of college to be the most difficult moment of their educational careers. Along with college acceptance comes new expectations, a rigorous curriculum, and the usual growing pains of young adulthood. Because of these challenges, many college students find it difficult, if not impossible to make it past their first year. Limited research has been conducted to address the overall efficiency of first year programs that colleges and universities have put in place to support these students. Considering the trials faced by first year students, it is important that we identify the organizational structures that will increase student success outcomes and lead to the completion of degree programs. The purpose of this study is to examine the relationship between college sophomore students’ academic motivation, academic self-efficacy, their perceptions of the support they received during their first-year advisory program, and their satisfaction with the advisement they received. The target population is students who completed their first year of college and returned to the college as sophomores.
This quantitative study used the Motivated Strategies for Learning Questionnaire, the Academic Motivation Scale, and the Inventory of Academic Advising Functions-Student Version to measure academic self-efficacy, academic motivation, and student satisfaction; 526 freshmen students were contacted and invited to participate in the study. Responses from 57 participating students were used to answer five research questions. The study revealed that students who had high to moderate levels of intrinsic and extrinsic motivation displayed higher levels of satisfaction as it related to the academic counseling they received during their FYE. The study also revealed that only a small group of students felt that their first-year experience program led to them having a stronger sense of self-efficacy. As a result of the study, the researcher was able to find support in previous research that FYE programs have led to creating positive perceptions of about their overall college experience and their ability to do well.
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Neau, Jessy. "L'écran de l’écriture : les adaptations cinématographiques de Wojciech J. Has comme opérateurs de lecture des textes de Jean Potocki, Bolesław Prus et Bruno Schulz." Thesis, Poitiers, 2017. http://www.theses.fr/2017POIT5001/document.
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Cette thèse propose une approche renouvelée de l’adaptation cinématographique de la littérature, par l’étude d’un corpus composé de plusieurs textes littéraires et de leurs adaptations cinématographiques réalisées par le même cinéaste, Wojciech Jerzy Has (1925-2000). L’originalité de notre analyse de corpus réside dans le fait de placer les films, et non les textes, comme éléments premiers et centraux dans l’organisation de notre démarche. Les textes littéraires, par le choix de cette approche target-oriented (Cattrysse 2014) qui part plutôt de la cible que de la source, deviennent ainsi les points d’arrivée plutôt que les points de départ de l’épreuve du corpus. Nous proposons un champ d’expérimentation qui fait de trois films réalisés par Wojciech Has l’impulsion d’un itinéraire d’analyses à la fois textuelles et filmiques, incluant les textes hétérogènes adaptés par ce réalisateur (ceux de Jean Potocki, Bruno Schulz et Bolesław Prus). Ce mode d’organisation crée des modes de relation inédits entre les textes et les films, mais aussi des textes entre eux, alors qu’aucune relation d’intertextualité déclarée ne motive leurs mises en rapport : le roman de Potocki, Manuscrit trouvé à Saragosse, les nouvelles de Bruno Schulz ainsi que La Poupée de Bolesław Prus appartiennent à trois siècles différents, des Lumières finissantes à l’entre-deux guerres mondiales. La logique de renversement du trajet critique traditionnel que nous mettons en œuvre, en mobilisant les ressources du cinéma à capter et projeter une expérience de lecture, révèle des analogies avec l’analyse textuelle : les notions de figure et de montage permettent de faire de l’adaptation un jeu de réécriture (Ropars 1990), ayant vocation à altérer le texte. C’est notamment par un certain nombre de figures apparentées au fantastique qu’une cohérence a posteriori est donnée au corpus textuel : les trois films de Has mettent en scène des doubles, des automates, des labyrinthes et des configurations autoréflexives qui créent de nouveaux points de contact entre les textes. Notre recherche double alors l’expérimentation de cet opérateur cinématographique de la littérature d’un opérateur fantastique, qui agit comme élément de cohésion dans le jeu différentiel entre littérature et cinéma<br>This dissertation proposes a renewed approach to the topic of film adaptation, by studying several literary texts together with their film adaptations directed by the same filmmaker, Wojciech Jerzy Has (1925-2000). The originality of our analysis lies in placing films, not texts, as primary and central elements in the organization of our approach. By the choice of a target-oriented approach (Cattrysse 2014), literary texts become the points of arrival rather than the starting points of this comparative analysis. Three films directed by Wojciech Has give the impulse to an itinerary of analyzes that includes various texts adapted by this director (those of Jan Potocki, Bruno Schulz and Bolesław Prus). This mode of organization creates unprecedented modes of relation between the texts and the films, but also between texts themselves, while no relation of explicit intertextuality justifies their connections: Jan Potocki’s Zaragoza Manuscript (1794-1810), Bolesław Prus’ The Doll (1890) the short stories of Bruno Schulz (1934-1937) belong to three different centuries. The reversal of the traditional critical path that we are implementing in this work, by mobilizing the resources of films to capture and project the experience of reading, reveals analogies between filmic and textual analysis. The notions of figure and montage will allow to discover how adaptations can also qualify as rewritings (réécritures) (Ropars 1990), a concept that points towards films that alter the text.It is by the unveiling of some figures related to the fantastic genre that a posterior coherence is given to the texts adapted by Has: the three films present doubles, automata, labyrinth experiences and self-reflexive configurations, creating new relationships between heterogeneous texts. Our research doubles the experimentation of this cinematographic operator of the literature with a fantastic operator, which acts as an element of cohesion in the differential game between literature and cinema
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Le, Feuvre David Edmond John. "Endovascular cerebral aneurysm treatment : one year radiological and 4-year clinical outcomes." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2884.
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Glasper, Rufus. "Administrative costs in two-year and four-year institutions of higher education." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187443.
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This study examines trends in national and State of Arizona college and university administrative expenditures, in particular expenditure shares for administration versus those for instruction, public service, and research. Separate case studies for the Arizona Community Colleges and the Maricopa County Community College District (MCCCD) provide data to explore administrative expenditure trends in some detail in the state community college system and in one type of institution. The results are intended to increase understanding of higher education administrative expenditure patterns in the United States. Toward this goal, possible explanations for rising administrative costs are assessed using one theoretical framework, Organizational Complexity, and one mechanism, Organizational Distance and Budgetary Authority. A single research question with four sub-questions compares the community college expenditure patterns, over time, to those of four-year colleges and universities. An additional research question with two sub-questions examines data by functional category in order to identify how and why disproportionate changes in expenditure patterns occur.
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Christianson, Pamela Paguia. "Disfluencies in normal three-year-old and five-year-old male children." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3737.
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The purpose of this study was to compare the frequency of specific disfluencies in 3 year old and 5 year old normal male children in terms of part-word repetitions, word repetitions, phrase repetitions, interjections, revision-incomplete phrases, disrhythmic phonations and tense pauses. The disfluencies were observed while each child spontaneously interacted with an investigator in a clinical room. Two questions were addressed:
1. Do three-year-old male children exhibit a higher overall frequency of disfluencies than five-yearold male children?
2. Do three-year-old male children exhibit a greater frequency of certain disfluencies than five-year old male children?
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Higgins, Margaret. "The first year experience." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3861.
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Swanson, Mark Daniel. "First-year teacher induction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/NQ39597.pdf.
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Irland, Shaun. "In the Year New." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/IrlandS2009.pdf.
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Nguyen, Annie Hoang. "Year of the snake." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05312007-110308/.
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Fällman, Alexander, and Max Yngve. "Passive house year round." Thesis, Linköpings universitet, Kommunikations- och transportsystem, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119959.
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Passivhus är idag populära bostäder med tyngdpunkt på låg energianvändning. En kravspecifikation, FEBY 12, ställer ett flertal krav på passivhus, däribland energianvändning för uppvärmning. Ett välisolerat och tätt klimatskal är därför en förutsättning för passivhuset att kunna uppfylla kraven. Denna rapport behandlar fönster, som är en del av klimatskalet, och dess påverkan på det termiska inomhusklimatet. Studien genomfördes genom simuleringar i datorprogrammet ParaSol. I det första steget jämfördes fönsterarea, g-värde, u-värde, orientering samt geografisk plats för att undersöka hur energianvändningen förändrades. Resultateten presenteras med diagram och i ett senare avsnitt även slutsatser. Detta tillämpas med ett exempelhus som placeras i Lund, Stockholm och Luleå. Med hjälp av fönsterareor och fönsteregenskaper optimeras energianvändningen för uppvärmningen så att husen uppfyller kraven i FEBY 12. Fönsterareornas storlek behöver anpassas till den geografiska positionen för att uppnå en optimal energianvändning för uppvärmning. I studien fick vi fram att fönsterareorna, utan solavskärmning, i Lund kunde utgöra 16 % av fasaden, i Stockholm 13 % av fasaden och i Luleå 11 % av fasaden. Med solavskärmning blev fönsterareorna något större, detta medförde också en något större energiförbrukning.
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Enholm, Jacob C. "Marine thirty-year plan." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/6066.
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Approved for public release, distribution is unlimited<br>The U.S. Marine Corps is in need of a unified enlisted manpower model to guide the recruiting, training, promoting and discharging of an enlisted force of over 153,000 Marines. This thesis develops a set of linear programs (LPs) for this purpose. Each LP optimizes the estimated manpower structure within an occupational field by varying the number of recruits, promotions, and lateral moves over a 30-year time horizon, at a yearly level of detail. The goal is to meet annual force-level targets specified by Headquarters Marine Corps for cohorts defined by occupational specialty, and rank. Estimated attrition rates are key inputs; these are based on Kaplan-Meier estimators for "survival probabilities" computed from Marine Corps data covering 1990-2000. Current force strength data, also required by the LPs, is derived from the Marine Corps database. Average LP solving time is less than thirty minutes on a Pentium IV 2 Ghz personal computer, using the GAMS modeling system and the CPLEX LP solver.
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Crosby, Leah. "Never Again, Every Year." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429711176.
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Bowman, Joy. "NEW YEAR, OLD BLUES." UKnowledge, 2017. https://uknowledge.uky.edu/english_etds/64.
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This collection aims through the use of folktale and familial history to investigate the bounds of gender and memory against a rural Appalachian landscape. The work utilizes superstition, myth, and the commonplace to search the shadows for the forbidden and unspoken, in an attempt to redefine and reconcile personal dissonance through an observational and at times, voyeuristic lens.
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Williamson, Kimberly Poock Michael. "COLLEGE PREPARATION: PERSPECTIVES OF SECOND-YEAR COMMUNITY COLLEGE AND FOUR-YEAR UNIVERSITY STUDENTS." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2772.
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Ayre, Kay Elizabeth. "Disengaged and disruptive : behaviour intervention for boys from year four to year seven." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/64449/1/Kay_Ayre_Thesis.pdf.
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Disengaged and disruptive students have been an ongoing concern for teachers for many years. Teaching is complex—complex students with complex lives and complex behaviours. How best to help these students is an ever-present question without a simple answer. Solutions need to be found.
Under a positive behaviour support framework when serious, disruptive behaviour requires intervention, an individualised positive behaviour support plan (PBS plan) is developed and implemented. This multicase study (Stake, 2006) investigated how task engagement was changed for boys from year four to year seven who demonstrated serious, disruptive behaviour. The individualised PBS plan was the primary tool of behaviour intervention in each of the five cases. Using the Behaviour Support Plan Quality Evaluation Scoring Guide II (BSP-QE) (Browning- Wright, Saren & Mayer, 2003) the five PBS plans were evaluated prior to implementation and rated highly in terms of technical quality. Positive changes in student task engagement were forthcoming in all five cases.
Eleven advisory visiting teachers in behaviour and eleven classroom teachers, five of whom were case-study participants, took part in this study. The classroom teachers were employed in south-east Queensland primary schools located in suburbs of economic disadvantage. All 22 participants expressed very similar perceptions of serious, disruptive behaviour emphasising the collateral impact upon the teaching and learning. Data obtained through direct observations, surveys and semi-structured interviews confirmed previous research to reveal a strong link between integrity of PBS plan implementation and student behaviour change. While classroom teachers, in the main, effectively managed the implementation of the PBS plan, social validity of goals, procedures and effects; in-class technical assistance and performance feedback were identified as three enablers to effective teacher implementation of the PBS plan.
While the purpose of each PBS plan was to influence change in student behaviour, this study found that changing teacher behaviour was also instrumental in achieving positive student outcomes. Changing teacher behaviour and building capacity was facilitated by trusting, collaborative partnerships established between the Advisory Visiting Teacher-Behaviour and the classroom teacher responsible for the plan implementation. The Advisory Visiting Teacher-Behaviour provides assistance to teachers dealing with students who demonstrate ongoing, problematic behaviour. The inclusion of a teaching component as part of the implementation stage of the consultation process appeared to have considerable influence upon successful intervention. Results substantiated earlier understandings of the importance of teacher instruction highlighting the value of explicit teaching and performance feedback to the delivery of effective behaviour intervention.
Conclusions drawn from this study have had a major impact upon the work of a regional team of Advisory Visiting Teachers-Behaviour. The focus of behaviour intervention has moved from being primarily upon the individual student to include a greater emphasis upon the critical role of the teacher. Procedures and processes are being re-evaluated to align with evidence-based practice and to include a collaborative consultation approach to improve teacher assistance. The framework and content of staff development and training is being created directly from the findings of this study. This practical application of the results has informed better ways of providing behaviour intervention for students demonstrating serious, disruptive behaviour. What this study has clearly shown is that when it comes to behaviour intervention, the important role of the teacher cannot be underestimated.
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Wycoff, Jennifer Lavera. "First-year seminars and student persistence in selected four-year institutions| A study from the 2006 National Survey on First-Year Seminars." Thesis, The University of Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639314.
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<p> Matriculating to college is a critical time in the life of transitioning students. Students in their first year of college face change the transition to being independent and meeting people from diverse backgrounds. Colleges and universities recognize the first year of college as one of the most impressionable aspects of student life. Colleges and universities have created experiences designed around the concept of assisting in the integration of students in their first year of college. First-year experience (FYE) courses or first-year seminars (FYSs) were designed to provide students with tools and skills they needed as first-year students in college, as well to help students persist from one year to the next. </p><p> This study sought to determine which aspects of a FYS demonstrate the best approach to assisting students with successful integration to college, which can affect increased persistence to the sophomore year or increase persistence to graduation using secondary data from the 2006 National Survey on First-Year Seminars (NSFYS). Descriptive statistics and binary logistic regressions were employed to analyze the data and to answer the research questions. The sample used for this study included respondents who participated in the 2006 NSFYS and agreed to release their responses anonymously for research purposes. Results indicated course topics are a significant predictor of persistence to the sophomore year for moderate-selective institutions. When examining the persistence to graduation model, course topics, course objectives, and other course characteristics are significant for low-selectivity institutions.</p>
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Hancock, Kenneth Lee. "Funding inequity of Oklahoma's common schools from school year 82 to school year 89 /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9111083.
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Feely, Catherine Grace. "Mathematical component strengths and weaknesses of Year 4 and Year 5 primary school students." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5391.
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A lack of skill in particular component skills has been hypothesised as a cause of learning delays in children and this has been found to be the case in previous studies of reading delays (Smith, 2007; Williams, 2002). The present study explored this hypothesis with regard to the development of mathematical skills. The aim of the present study was to investigate whether the delays of children who are delayed in mathematical development are in part due to a lack of skill, particularly a lack of fluency, in particular component skills. Performance on several component skills was investigated: The ability to read and write numbers, to recognise quantities and equality, and to perform simple and more complex operations. Performance of each of these skills was compared in two groups of Year 4 and 5 (8-9 year old) children: a group of typically developing children and a group of children showing delayed development in mathematics. Children whose mathematical development was delayed were likely to be less fluent at performing each of the component skills tested than children whose development was typical. Additionally, children whose development was delayed were more likely to have low levels of fluency in several of the component skills. The results of the present study highlight the importance of building component mathematical skills to fluency.
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Montaseri, Majid. "Stochastic investigation of the planning characteristics of within-year and over-year reservoir systems." Thesis, Heriot-Watt University, 1999. http://hdl.handle.net/10399/586.
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Tenser, Lori Ilene. "Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104364.
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Thesis advisor: Karen D. Arnold<br>Taking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to describe or analyze the experience of the students who arrive on college campuses after such a year out. This qualitative study followed 12 first-year students attending highly-selective private institutions in the northeastern U.S. as they experienced the transitions from high school to gap year to college. With varying levels of family support and high levels of personal motivation, the students participated in a wide range of gap-year endeavors. The findings indicate that students were heavily influenced by their encounters during the gap year, leading to strong evidence of self-authorship among the participants, which in turn shaped the way students pursued their goals when they arrived at college. Particularly influential were encounters that involved independent problem-solving, participating in multigenerational relationships, and immersion in new cultural settings. The students' transitions to college during the first year were marked by patterns of Sovereign Engagement with regard to learning, relationships, and decision-making. Commonly marked by internalized goals, authenticity in relationships, and greater individual agency, "Sovereign Engagement" captures the self-authored perspective that these students brought to their college experience. Contrary to suggestions in the popular media, not all gap-year students found the transition to be seamless; nor were they uniformly motivated to earn good grades. As a summary of the findings, the Gap Year Impact Model provides an important frame of reference for understanding the experiences, needs, and sovereign decision-making patterns of gap-year students. The results offer students, parents, colleges and universities an introduction to the lived experiences of gap-year students, who are arriving on campus in increasing numbers each year<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Faulkner, Melissa S. "Re/Locating Students: A Story of Transitions from Two-Year Institutions to Four-Year." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196365501.
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Spirit, Congregation of the Holy. "Information Documentation -- 2003 Spiritan Year." Congregation of the Holy Spirit, 2003. http://digital.library.duq.edu/u?/cdm-id,367.
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Peek, Benjamin Michael School of English UNSW. "A year in the city." Awarded by:University of New South Wales. School of English, 2006. http://handle.unsw.edu.au/1959.4/26278.
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A Year in the City is a mosaic novel set in contemporary an historical Sydney. It is 70, 000 words long, and contains twelve different narratives, with the American author Mark Twain appearing as a fictional character in the opening and closing. A Year in the City seeks to represent the fragmented, multicultural nature of Sydney through a diverse range of narrators and styles. Each of the chapters is linked through the themes of belonging, race, land ownership. The Sydney portrayed in the novel is what Leonie Sandercock called a Mongrel City, a metaphor used to characterise the "new urban condition in which difference, otherness, fragmentation, splintering, multiplicity, heterogeneity, diversity, [and] plurality prevail." A Year in the City intends to celebrate cultural and racial heterogeneity. It is accompanied by a research dissertation of 30, 000 words, that investigates the project of writing about the city and the theme of race. It explores the imagined city through the work of James Donald and Ross Gibson, and addresses the challenge of capturing the lived experience in text, as theorised by Henri Lefebvre. The mosaic structure of A Year in the City borrows from Michel de Certeau's theory of walking the city and Walter Benjamin's flaneur. The issue of race is discussed in relation to the representation of white and non-white characters against the dominant white society.
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Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.
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This is a study of student attrition amongst full-time, first year undergraduates at the University of Glasgow during the 1999-2000 academic session. The thesis contains an initial assessment of the importance of research in this area (Chapter 1), followed by a review of the literature, focusing in particular on the theories and explanations of student attrition that have been advanced by other authors (Chapter 2), and on appropriate research methodologies and data collection techniques (Chapter 3). The investigation then progresses through a succession of different empirical and data-analytic phases. Because of his function within the organisation, the author had uniquely good access to the student records system maintained centrally by the University. This made it practical to sift through this information in such a way as to determine first the simple concomitances of retention (Chapter 4), and then to use it in a more sophisticated manner to develop logistic regression models of retention (Chapters 5 and 8). The challenge was then to decide which new, additional data should be gathered in order to improve upon these quantitative models. The solutions were found partly by recourse to some focus group work with students and staff (Chapter 6). This resulted in two questionnaires being developed to discover students’ attitudes believed to be relevant to retention (Chapter 6). The first survey instrument was administered to all first-year students as part of the matriculation process. The other was completed on-line in the course of the session as an adjunct to the IT Induction Programme for all first-year students. Chapter 10 contains the first outcomes of the attempt to improve the logistic regression models described in Chapter 5 by the introduction of attitudinal constructs, first on their own, and then in combination with the original background and prior academic characteristics in order to model summer retention. The amount of data available in this study is considerable and, consequently, some large-sample structural equation techniques were then used to develop some new, more comprehensive models of retention (Chapter 11). These are more informative, demonstrating how trade-offs can occur between different variables in an overall model of retention, and identifying particular areas where practical policy interventions are likely to be successful in ameliorating student attrition. It is demonstrated that summer retention is affected in roughly equal measure by academic and non-academic factors. On the academic side, it is shown that extra effort and additional academic help and feedback can benefit those students having relatively low entry point scores, for example. Social integration, at least in moderation, is beneficial, and it is positively influenced by living in university accommodation. However, various extraneous problems harm retention through the mediating variables of social integration and commitment. The models have a temporal dimension, and it is argued that students’ attitudes whilst on course owe their origins to those detected at the time of matriculation and, ultimately, back to levels of family support.
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Greville, Caroline. "The Year of the Badger." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/69099/.
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Reader, Tracey D. "Mental Computation in Year 1." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/396199.
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The purpose of this research was to investigate the processes that Year 1 students use when doing mental computation. This was a qualitative research with six Year 1 students from a Queensland State School. The research aimed to provide insight into the cognitive processes that a Year 1 student may use when completing addition and subtraction equations. In order to fully understand the mental strategies, the use of reasoning was included in the research design. When students reasoned about their strategies, they provided insight into the processes they used. As the students in this research are in Year 1, where manipulative use is common, the use of manipulatives was also analysed within the research, using the Concrete-Representational-Abstract framework.
Four key findings emerged from the results of the research. The main finding showed that Year 1 students may use mental computation strategies that range from simple counting to more complex, flexible strategies. The analysis of reasoning showed that articulating reasoning with their peers can have a positive effect on the development of mental computation. Results show that the type of manipulative students use may affect the development of their mental computation strategies. Although this final finding was not part of the original research questions, evidence showed that the use of fast paced game activities can positively engage students and develop their mental computation.
While the Year 1 curriculum focuses on counting strategies, some students have not yet mastered the counting strategies, while others are applying more sophisticated strategies. This suggests that the teachers of Year 1 should have a thorough understanding of the range of additive strategies that may be applied within their class, the effect that the manipulative used has on the development of mental computation, and how reasoning can be used to enhance the learning outcomes. The findings of this research address all three elements.<br>Thesis (Masters)<br>Master of Education and Professional Studies Research (MEdProfStRes)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Kingdon, Lorraine B. "The Bug of the Year." College of Agriculture, University of Arizona (Tucson, AZ), 1993. http://hdl.handle.net/10150/295734.
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Hasch, Hannah R. "MY YEAR AS A CHOREOGRAPHER." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/201.
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My Year as a Choreographer analyzes the art and craft of dance choreography. My training as a theatre and dance student at East Tennessee State University from 2010-2014, culminated in my final senior capstone experience as a choreographer for two productions, the ETSU Division of Theatre and Dance’s 2014 Dance Concert and University School’s musical, Sleepy Hollow. Composing a new dance in a concert setting and choreographing for musical theatre provided significant material for analysis, and the following research compares the two processes. In addition, the research of the history and development of dance choreography and its modern practices created a better understanding of the artistic field. Both in theory and in practice, I explored the multitude of artistic responsibilities that are imperative to the process of a choreographer.
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Ware, Julie, and Karen E. Schetzina. "TIPQC Annual Year in Review." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5016.
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Hutchings, Andrea. "The social transition of behaviourally disordered students from year 8 to year 9 : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2804.
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Transition to high school occurs for most students in New Zealand. In transition
students face new experiences and their ability to cope is dependent on their personal
skills as well as the preparation they receive from their primary/intermediate teachers.
The students who are behaviourally disordered already experience difficulties in
primary/intermediate school and their teachers suggest that they will not cope at high
school (Hawk & Hill, 2000). Three primary/intermediate teachers and a high school
Dean were interviewed to determine how Year 8 teachers prepare behaviourally
disordered students for social transition to high school. The findings show that there
is no consistent approach used and the strategies employed are dependent on the
experience of the teacher as well as his/her personal philosophy along with his/her
school's philosophy. The teachers and the Dean suggest that some strategies used
enhance the opportunities for pro-social interaction and others inhibit it. They also
suggest that the transition process used does not allow time for dialogue between the
sectors, which McGee (1987), MOE (2004) and Sutton (2000) suggest would be
appropriate for the behaviourally disordered students entering high school.
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Watson, Lisa. "Retention and Graduation Rates as Performance Indicators in 2-Year and 4-Year Postsecondary Institutions." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1278.
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The focus of this dissertation is on performance indicators – specifically, retention and graduation indicators - that impact allocation of the ever-dwindling public sources of money. Decreasing revenue trends make understanding the performance indicators that are often used to fund postsecondary institutions very important. There is a significant amount of literature on funding, types of funding, and performance indicators used in funding; however, there is very little literature on quantitative differences on standard performance indicators in 2-year and 4- year postsecondary institutions. The purpose of this study is to look at retention and graduation rates for part-time and full-time students in public institutions of higher education in the United States. Retention and graduation rates for first-time full and part-time students from the Integrated Postsecondary Educational Data Systems (IPEDS), within the National Center for Educational Statistics, for the years 2005, 2006, and 2007, will be examined to determine if there are differences between two-year and four-year post secondary institutions.
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Hayes, Kenneth J. II. "Socializing First Year Composition: A Study of Social Networking Sites' Impact on First Year Students." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429104678.
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Houdashell-Riegel, Karen Marie. "Comparison of 2-Year and 4-Year Telecommunications Technicians' Training Programs Against the Industry Standards." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc5839/.
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The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards identified in the 1997 collaborative effort facilitated by the South King County Tech Prep Consortium (SKCTPC) was used as the basis for the survey instrument and reference tool. The reference tool provided additional information regarding SCANS skills and personal qualities that were identified in the skill standards for the telecommunications network technician. The survey included five job functions and 16 tasks. The evolution the telecommunications industry has created a demand for a highly skilled, flexible workforce. Higher education institutions have an opportunity to make a contribution to telecommunications industry by expanding existing training programs or initiating telecommunications technicians' training programs. The 4-year institutions should consider revising not only the curriculum but also their mission and goals. The 2-year institutions are closely aligned with the skill standards, and this is an opportunity for the 2-year institutions to update existing programs.
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Weigold, Jennifer L. "Two-year degrees' versus four year degrees', which education in retail best prepares it's graduates?" Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000weigoldj.pdf.
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Dees, Ashley Baltuch. "The Relationship between First Year Student Expectations and Persistence into the Second Year of College." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7495.
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Incoming first year students have varying expectations for their college experience. As Florida public education budgets are more closely aligned with student persistence and graduation rates, it is vital institutions retain more first time in college students. The purpose of this study was to better understand how first year student college expectations on academic preparation, co-curricular involvement, socializing, and institutional commitment relate to persistence into the second year of college at one of Florida’s large, preeminent public research universities.
This quantitative study utilized the Beginning College Survey of Student Engagement (BCSSE) in order to better understand incoming student expectations. The study sample consisted of 3,723 first time in college students and was collected during orientation for the summer and fall 2015 cohort. Tinto’s Model of Student Departure (1975b), which served as the theoretical framework, states a student’s individual characteristics he/she possess when starting college influence his/her persistence as well as initial commitment to the institution and ultimately a degree. Logistic regression was used to determine the strength of the relationship between students’ expectations and persistence into the second year of college.
The overall findings of this study contribute to the increased understanding of first year student expectations and help administrators understand how to best support students. The findings illustrate a statistically significant relationship between high school GPA and persistence into the second year. Expected involvement in organized campus co-curricular activities, self-perception of academic preparation, and a first year student’s commitment to the institution were not found to be statistically significant to first year student persistence into the second year. Additional key findings and their implications for practice in higher education are presented along with recommendations for future research.
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Malaret, Stacey Lazenby. "A Study of Gender Equality at Private and Public Two-Year and Four-Year Florida Institutions." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2420.
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This study sought to examine the perception of gender equality from the viewpoint of women administrators at Florida public and private two- and four-year institutions. Potential respondents were chosen from American College Personnel Association and/or National Association of Student Personnel Administrators databases. The data used for this study were obtained from 32 female administrators (50% response rate) who completed a self-administered online questionnaire, distributed to potential respondents in August and September, 2007. Collected data were entered into an SPSS database. Through data analysis, confidence intervals were reported for each survey item. Comparable means were studied for each of the six independent variables used in the survey. A broad array of gender equality information was disclosed in the data and literature. This information provided a basis for further research topics on perception on gender equality in higher education administration.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Graduate Studies;<br>Educational Leadership EdD
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McCadden, Daniel Paul, and Peter Timothy McNally. "U.S. pension fund investment in real estate : a twenty-five year history & five year forecast." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10606.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1996.<br>Includes bibliographical references (leaves 89-91).<br>by Daniel Paul McCadden & Peter Timothy McNally.<br>M.S.
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Grace-Bridges, Re'Shanda. "Keeping the Promise: Impact of Project Promise on Students’ Persistence from First Year to Second Year." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1557147983409096.
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Stricker, Anna M. "The Affordable Care Act: Year One." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/677.
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The Affordable Care Act (ACA) was designed to reduce the number of citizens who do not have health insurance, and reduce the prices of health insurance premiums. Using multiple regression analysis, the effects of the components of the ACA, along with baseline characteristics of the states, are examined in relation to ACA premium prices and the rate of uninsured. We find that premium prices are higher in states with more uninsured, and states with more obesity have more uninsured. This is most likely related to pre-ACA practice of excluding people with pre-existing conditions from health insurance coverage, yet still caring for those uninsured individuals in emergency departments and hospitals, while passing on the costs of their care to those with insurance. When examining the specific components of the ACA, we find that premium prices are lower in states that implemented state run Internet exchanges, and that less people are uninsured in states that implemented state sponsored Internet exchanges. The other elements of the ACA, namely the number of available insurance plans, and the number of ACO’s, had no effect on either the premium prices or the number of uninsured. Given the possible influence of the political opposition to the ACA on the general population’s cooperation with the ACA, the political dominance of the states was also examined, but found to have no effect on either premium price or the number of uninsured. In conclusion, we find that states with higher rates of uninsured have higher premium rates, and states with higher rates of obesity have more uninsured. After one year of the ACA, we can measure the effect of Internet exchanges on reducing premium prices and the expansion of Medicaid on reducing the uninsured.
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Tanjung, Michael. "PT. Telekomunikasi Indonesia: challenging year ahead." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11714.
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Johan, Novie. "Learning in gap year travel (GYT)." Thesis, University of Surrey, 2014. http://epubs.surrey.ac.uk/847031/.
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The main purposes of this study are 1) to define what gap year travel is, to research 2) what gappers (i.e. gap year participants) learn (i.e. the outcomes of gap year travel learning) and 3) how they learn (i.e. the processes of gap year travel learning). This is in order to investigate the effects of gap year travel experiences on personal development and selfgrowth. This study examines the phenomenon of gap year travel and its relationships with the concepts of mobility, identity, youth transition and individual learning using literature from tourism, youth studies and learning theory. It acknowledges the importance of understanding the complexity of the transition from childhood-to-adulthood and from school-to-work in a dynamic and multicultural world, especially for young gappers who choose to embark on gap year travel. Using a research design based on in-depth semi-structured interviews, data were collected from 27 young gappers of age 17-30 years in the South East of England in Spring 2009. The findings suggests that gap year travel is a form of mobility that helps young people manage the transition from their childhood to their adulthood and ease their transition from school to Higher Education or between employment. Gap year travel does so by allowing the participants space, time and freedom which often contrasts with circumstances for them back home and offering a space where learning is allowed to occur and influence the gappers' personal and sometimes professional development in some cases. This study provides three main contributions. First, the study starts by clarifying the definition of gap year travel for the purpose of the research using definitions made by other scholars and the findings of a preliminary study. Using this definition, the study proceeded to research the outcomes and process of gap year travel learning. Second, the main outcomes of gap year travel learning revealed by the research are self understanding, relationship building and life management. It was found that the gappers felt they had become more confident, independent, responsible and open-minded as a result of their trips. Furthermore, the findings suggest that the gappers learned how to manage their time, finances and well-being, as well as learning how to build awareness of and foundations for their relationships with others, i.e. their family, friends and other gappers, as well as but to a lesser extent locals. While reflecting on their past and present experiences, gappers also spoke about the effect gap year travel had on how they saw their future, e.g. their academic studies, career and lifestyle. The experiential and transformative dimensions of Gap Year Travel Learning are revealed through the application of Experiential Learning Theory (Kolb, 1984) and Transformative Learning Theory (Mezirow, 1991) to analyse the gappers' learning. As far as the processes of learning are concerned, the stages and steps suggested by Kolb (1984) and Mezirow (1991) are applicable to gap year travel learning, although some important variations do occur. Finally, the third main contribution this study offers in this regard is a model of the gap year travel learning. The model illustrates six main steps of gap year travel learning: I) experiencing; 2) internal dialoguing (self-reflecting); 3) external dialoguing (discussing with others); 4) abstracting; 5) changing; 6) adapting. These various stages in the process are further organized as two learning cycles of gap year travel: gap year travel learning cycle I (experiencing, self-reflecting and discussing with others) and gap year travel learning cycle 2 (abstracting, changing and adapting). A much simplified form of the model of gap year travel learning process is also offered for practitioner use, Le.: 'action; dialogue; cognition, adjustment'. In essence, this study asserts that the gap year travel experience and the associated process of gap year travel learning can enhance learning in ways that contribute to the gappers' career, academic and life development during an important transitional stage of their lives. Findings of this study could be useful to gappers themselves, the parents of the gappers, gap year travel companies, educational institutions (high school institutions and higher education institutions), and companies hiring or employing gapers or ex-gappers.
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Foley, Adam Michael. "Leadership Skills of First-Year Students." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31870.
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Colleges and universities are focusing on graduating students who will succeed in careers (Braxton, Smart, & Thieke, 1991; Erwin, 1991; Quinn, 2004). Numerous skills have been identified as important to employers, including leadership skills (Gale, 2002; Gerber, 2003; Kerka, 1990; Stronge, 1998; Santosus, 2003). As a result, institutions have introduced programs designed to train students on those leadership skills (Freeman, Knott, & Schwartz, 1994; Posner & Brodsky, 1993; Riggio, Ciulla, & Sorenson, 2003). Despite the interest in leadership skills, very little research has been done to look at baseline leadership skills that students possess when they matriculate.
The purpose of this study was to examine the pre-college leadership skills of first year students and examine differences by race and gender on eight distinct scales. These eight scales were defined by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2000). A total of 550 participants of various racial and gender classifications were chosen to participate in the study from a population of all first-year students at a large, public, research institution in the United States.
Participants reported moderately high levels of leadership skills on all eight scales. Differences by race were not revealed. However, differences by gender were found on the technology scale of the instrument. An interaction effect between race and gender was also revealed on the technology scale. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students.<br>Master of Arts