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Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.
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This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.
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Tjitemisa, Collin Kavetjindire. "Higher education and teacher education in Namibia : a case study of the former Windhoek College of Education's merger with the Faculty of Education at the University of Namibia." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682356.
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The global expansion of higher education builds on the progress made in achieving universal primary and secondary education. Institutions of higher education prepare employees with academic knowledge, professional and technical skills and to undertake research to develop and Support the knowledge-economy. Similarly, teacher education research plays a central role in the training of teachers so that they can prepare learners for the challenges of the changing world. Many countries, including small developing states such as Namibia, have therefore, embarked on improving the performance of their education systems by enhancing the quality, and increasing the quantity of qualified teachers. In the light of these trends, and insights derived from the related international literature on higher education in small states, this study examines the merger of the former Windhoek College of Education (WeE) with the Faculty of Education at the National University of Namibia (UNAM). The study draws upon the helmeneuticlinterpretive paradigm and adopts a largely qualitative and case study research strategy. Empirical data were gathered through the analysis of documentary materials, field observations, qualitative interviews, focus group discussions and by drawing upon my own experiential knowledge as a teacher and lecturer in post-independent Namibia. The findings suggest that the merger process has both strengths and challenges for teacher education in Namibia. In terms of strengths, the merger has expanded access to university programmes and has unified and improved the quality of teacher education programmes. The merger has also introduced more effective quality control measures, and this enables teacher education programmes offered in the country to meet international standards. The challenges focus upon the short time period allowed for the process; difficulties with the management oflabour related issues; loss ofthe former college identity, history and culture; and imbalances between theory and practice within the new degree programme. The new degree programme also helped to increase teachers' salaries and the budget allocation for this, but it has also had a negative impact on UNAM's finances and the rating and quality ofthe university programmes. Most of the lecturers from the former WeE, who joined UNAM, were not qualified to teach at the university level. As a result, the university had to upgrade the qualifications of some lecturers from the former WCE through staff development programmes. UNAM also had to renovate the facilities at the former weE and this has been a costly process. Further, UNAM is a research oriented institution and this raises concerns over its capacity to train enough teachers for the primary sector. This contributed to a recent shortage of teachers in Namibia and subsequently the reintroduction of a diploma programme for teachers in January 2014. In concluding, it is m;gued that these findings are consistent with the international literature, which acknowledges that many governments have shifted their agendas and priorities towards improving the quality of education through improved programmes of teacher education. The conclusions also consider implications for future policy and practice in Namibia, for teacher education and higher education at UNAM and at the national level, for the international literature on higher education in small states and for future research.
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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.
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The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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Harris, Darin Scott. "Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/42.
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This dissertation examines Tift College, formerly in Forsyth, Georgia, and the problems Tift faced as Georgia Baptist's women's college. Many of these difficulties were a result of the beliefs of Georgia Baptists on educating women and the fact that Georgia Baptists placed a greater value on education for males. This work also examines the role of feminism in a southern women's college. To complete this task, the dissertation examines the beliefs and attitudes of Georgia Baptists about education in general, and educating women in specific and how funding played a part in their education. The dissertation addresses Tift's struggle to remain a separate school for women and examines ideas of womanhood at Tift as determined by the curriculum imposed on the women, as well as documenting what Tift students felt about womanhood based on their statements in class papers, journal and newspaper articles, and various other archival sources. These data show how attitudes and beliefs changed over the years, and while a strong feminist spirit may not have been achieved, the changes that were evident affected the purposes of the college. As the student body became more diversified, students were no longer content to become genteel, southern ladies or "polished cornerstones." Going against traditional roles, many students argued for a curriculum that would allow them to compete with men in the job market.
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Donnelly, Patrick. "Examining Pre-College Academic Variables: Investigating Future College Success." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1267557465.
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Williams, Logan Bruns. "College knowledge: Addressing college with middle school students." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.
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Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.
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Mai, Jenifer. "College Application Behaviors| Factors Impacting the College Choices of High School Seniors." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.
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<p> College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student’s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students’ college application behaviors might develop.</p><p> This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants’ race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the <i>U.S. News & World Report.</i> Surveys were administered to 341 twelfth grade students in a California public high school.</p><p> Results revealed that both race and academic achievement are significant predictors (<i>R</i><sup>2</sup> = .422) of college selectivity. Inferential analysis reported that Asian participants (<i>M</i> = 2.75) had a higher mean college selectivity score than Filipino (<i> M</i> = 1.91) and Latino/a (<i>M</i> = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.</p><p> The findings also suggest that academic achievement is associated with participants’ college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.</p>
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Tabb, Carl E. "Community college teacher attitudes regarding academically at- risk community college students /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436325719.
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Zoghi, Cynthia Erfanian. "Labor markets in higher education /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992955.
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Barrett, Blossom Ann. "A Narrative Exploration of College Access, College Choice, and Multiracial Background." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503266486770625.
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Mollenkopf-Pigsley, Christine. "College mission change and neoliberalism in a community and technical college." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737544.
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<p> Administrators of 2-year colleges are working in an environment where they seek to balance the social development of the student and the community’s demand for a trained workforce to achieve economic development. This balance has resulted in ambiguity about the mission and purpose of 2-year colleges. The purpose of this case study was to explore a community college’s experiences with mission change by exploring the interaction between a neoliberal public policy environment and the traditional social democratic mission of academia. Harvey’s conceptualization of neoliberalism was used as the theoretical framework. Data were collected through 15 semi-structured interviews with members of college leadership, faculty members, staff, and members of the college’s advisory council. Other data included documentation about policy, mission, and publicly available documents related to the mission change at the institution. These data were deductively coded, and then subjected to content analysis. Key findings indicated that the college initially stalled in the mission change process, and as a result, identified alternative pathways to achieve the goals of career-relevant training the neoliberal environment demanded. In this sense, the perspective of academic capitalism was born from necessity for self-reliance and illustrates the commonality of finding entrepreneurial solutions. The implications for positive social change include recommendations to leaders of 2-year colleges on managing mission change in a way that responds to the needs of the college community while retaining the relevance of students’ social development.</p>
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Miller, Andrew E. "College Student Thriving| A Comparison of Innovative Extension Sites to the Traditional College Campus." Thesis, Azusa Pacific University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806693.
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<p> The U.S. higher education system faces an unprecedented convergence of financial challenges that have the potential to negatively affect the operations of smaller institutions (Denneen & Dretler, 2012; Eide, 2018). These forces have increased the expectation for institutions to adopt innovative educational models that will ensure the financial sustainability of the institution. One such innovation is the church-based extension site program at a private, Christian university in the southeastern region of the United States. The extension site program provides affordable pathways to baccalaureate degrees through a combination of experiential learning and classroom experiences within a local church context. The Christian university that was the focus of this study has experienced dramatic enrollment growth since the program's inception, with more than 2,400 students enrolled at 112 locations across the United States. Given the growth of this educational modality, this study evaluated whether the church-based extension site program is an effective alternative to the traditional campus experience. The <i>Thriving Quotient,</i> a reliable and valid instrument that measures students' academic, interpersonal, and intrapersonal well-being (Schreiner, 2016), was utilized to examine the differences in thriving levels and pathways to thriving among extension site and traditional students at the target university. After matching students through propensity score analysis, the results of the univariate and multivariate analyses of variance indicated that extension site students (<i>M</i> = 5.12, <i>SD</i> = .45) reported significantly higher thriving scores than their matched counterparts on the traditional campus (<i> M</i> = 4.82, <i>SD</i> = .49, <i>F</i>[1, 616] = 62.871, <i>p</i> < .001, η<sup>2</sup> = .093). Structural equation modeling with multiple-group analysis further indicated significant differences in the pathways to thriving among extension site and traditional students, with each model accounting for 73% and 62% of the variation in college student thriving, respectively. Spirituality, faculty commitment to diverse students, and psychological sense of community represented the largest contributors to extension site student thriving. The study recommends the expansion of the extension site model at Christian institutions as an effective alternative to the traditional experience for a particular group of students and offers implications for practice that will support student thriving within the extension site context.</p><p>
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Dowhower, Andrea L. "The experiences of female athletes at a women's college and a coed college /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195154359509.
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Ely, Eileen Eleanor. "Developmental education in the learning college /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.
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The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.
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Leon, Bianca R. "Leadership Development Institute| A California community college multi-college district case study." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116187.
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<p>The purpose of this study is to examine a community college district Grow Your Own (GYO) leadership program in the Western United States, the Multi College Leadership Development Institute (MCLDI). The MCLDI was developed in-house for a multi-campus community college district and offered to interested employees at all position levels with the intent to provide them the opportunity to develop and enhance their leadership skills and abilities. While most leadership development literature has focused on the presidential role or other senior level positions, the aim of MCLDI is to support leadership development in general; not just for senior level positions, but for mid-level management and academic position leadership as well. </p><p> This study gathered the perspectives of all those involved, from the leaders who created the program and their experience in doing so, to the program participants and graduates. Providing the different perspectives allows for other campuses to draw from the benefits and challenges that are shared in creating their own program or for comparison to programs that already exist. </p><p> A qualitative case study approach was utilized to investigate MCLDI and its development, implementation, and the benefits and challenges experienced by the coordinators and participants. Three themes were identified from analyzing across data sources. Building organizational capacity, developing human capital, and program structure emerged throughout the data collected from interviews, observations, and document analysis and were reflected in the findings for each of the research questions. </p>
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Weidner, Laura E. "Understanding and application of Learning College concepts among community college support staff employees." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/632.
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Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretical framework combining Learning College, change, and organizational culture theories. Data were collected from a purposive sample of full time employees classified by the human resources department as support staff using pre-screening questionnaires and in-depth interviews that were then coded and analyzed using a typological methodology. Themes identified emphasized learning, the availability of lifelong learning, and the importance of every employee. Support staff actions reflected some principles of Learning College theory, and though respondents understood their role in student success, they did not see this role as supporting learning. The study showed that staff do not fully understand the Learning College concept and believe that staff development would be useful in helping them support learning. With professional development, staff may gain greater understanding about supporting learning. The findings have the potential for impacting social change by: (a) helping support staff feel more valued, and, therefore, likely to perform more effectively; and (b) increasing staff understanding of student learning may give greater meaning to their work. Recommendations encourage college leaders to tap into the support staff as a resource.
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Hartman, Lianne. "Community College Students' Awareness and Use of College Information." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/263939.
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Educational Administration<br>Ed.D.<br>This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.<br>Temple University--Theses
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Coomer, Cox Lindsey. "A Look into the College Readiness Needs of First Time College Students." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3102.
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This study examines the college readiness needs of first year college students based on experiences from students and staff involved with a first year transitional initiative program at Western Kentucky University. The purpose of the study is to share students’ college readiness needs with public school systems in hopes to intervene with these needs before students arrive at college. A total of 45 participants volunteered to be in focus groups, an interview, and complete a survey. Two research questions were proposed: What college readiness needs still exist for first time college students upon entrance to a four year public university? In what ways can understanding college readiness needs inform the work of secondary school educators? The researcher found college readiness needs exist for first time college students in connections, motivation and support, accountability, studying, college expectations, life lessons, academic help, transition to college and belonging. Implications for various school personnel to help students with these needs are provided. Limitations of the study are discussed.
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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.
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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.
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Howard, Baldwin Tonia Toinette Kraska Marie F. "Administrator job satisfaction in higher education." Auburn, Ala., 2009. http://hdl.handle.net/10415/1992.
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McSherry, Karen Franklin. "High School Seniors' Knowledge about College and the Acquisition of College-Readiness Skills." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2743.
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Lack of college readiness, which affects persistence in college, is a problem for many students at a high school in New Jersey. Only 1 in 5 students in this school persist from first to second year in New Jersey public colleges and universities, and as many as 50% do not graduate in 4 years. This problem is important to study because low persistence may engender personal failure, familial debt, social stigma, and wasted public funds. Guided by Bandura's social learning theory, this qualitative case study addressed the lack of college readiness by exploring what high school students know about going to college. Eight high school seniors who were interested in attending a 4-year college were purposefully selected to be interviewed about their knowledge of college-readiness skills and where they obtained information about the college experience. The data were analyzed with open coding to determine common themes. Participants reported that (a) personal responsibility was a key to being college-ready; (b) they experienced stress associated with the unknown; and (c) they wanted better knowledge about time-management skills, organization, and where to obtain pertinent information. A project was designed that gives high school seniors access to this information as well as virtual practice to make the transition to college less stressful. A greater level of college readiness may contribute to social change because more students may graduate. Successful college graduates may have a better opportunity to attain suitable employment and to contribute to the community.
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Mattis, Christopher. "A Further Exploration of College Student Attrition: The Predicative Validity of the College Adjustment Scales." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/267.
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Since little research has addressed the question, the present study sought to determine if potential psychological problems, as measured by the College Adjustment Scales, predict college attrition. For Hypothesis One, 423 subjects were used to assess the predictability of the nine College Adjustment Scales. Using logistic regression, Substance Abuse problems was the only scale found to significantly predict attrition, p <.033. Hypothesis Two examined the incremental predictive validity of the College Adjustment Scales when supplemented with the College Student Inventory, a nineteen-scale instrument designed to predict college attrition. Although the College Student Inventory significantly predicted attrition, R = -.09, p < .05, the College Adjustment Scales could not significantly incrementally predict student departure. It was concluded that the lack of representativeness of the samples was the reason for the inability of the College Adjustment Scales to predict attrition. In both samples, subjects were substantially different from the larger samples from which they were derived in that they were more female, had higher ACT scores, and had higher high school GPAs.
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Ramsey, McNair Jr. "Influential factors for the retention of freshmen college students at a junior college in Alabama." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2789.
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The purpose of this study was to examine factors that would influence freshmen college students to remain in school by using an experimental design of rap sessions with low socio-economic, low achieving first-year college students in a control and experimental group.
The sample consisted of 39 students in the control group and 27 students in the experimental group randomly selected from 190 newly recruited students for the 1985-1986 academic year at a junior college in Selma, Alabama.
Information was gathered from the students and their parents, from the students' academic files in the registrar’s office, the financial aid office, academic special services office, and personal interviews of the students. The information is limited to that which was written on the required forms housed in the various offices mentioned above, and that which was obtained directly from the students.
Specifically this Study concerned itself with two questions: What are the characteristics of those students who drop out of college? And, what are the characteristics of those who do not drop out?
The variables considered in this study consisted of father and mother income level, father and mother educational-level, the student's academic ability, and the student's career aspiration.
The findings revealed that students of low socio-economic, low educational background are looking for any excuse to drop out of school.
Those who drop out do so because of many small home problems ranging from the need to aid in the support of the family; pressure from family members to be at home instead of seeking a college education; parents' lack of encouragement, coupled with the parent(s)' feeling that if the child is educated they lose the child's respect; the need for said student to be at home to take care of her child, and the lack of a pursued or desired career. All of the above are enhanced due to no caring advisor in whom to confide.
Those who stay in school are encouraged by parents to make something out of themselves; they come with some idea of what they are striving towards in life for a career. In addition to the above the positive advisor, giving time to the task of advising, becoming a mentor of the students being advised, going the extra mile to seek out any given student for advising and the immediacy of causing the above to happen, strengthens the student's desire to stay in school.
When the parent(s) educational background and income were observed, it was revealed that both areas contributed to the student's staying in school, but only in conjunction with the lack of parents being able to expose the students to the tools of learning at an early age, and from the pressure of the parent(s) who needed the student's help in bringing in some form of income to assist the family in their needs.
Thus, the students come with many needs beyond academics. The need to be encouraged, built up to believe in themselves, that life can be better, that they should stick to obtaining an education, that there are ways of working out their problems, that someone is concerned and cares about them.
The format of the rap session made a significant difference in those of the experimental group who did not drop out versus those of the control group who received no treatment and thus dropped out in a significantly greater number.
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Kater, Susan T. "Shared governance in the community college: The rights, roles and responsibilities of unionized community college faculty." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280287.
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This study examines shared governance in public, unionized community colleges and creates an inventory of faculty participation in governance as prescribed by collective bargaining agreements. Two hundred thirty-eight contracts representing faculty across 22 states were reviewed in order to identify in what areas faculty participate in institutional governance as well as for regional differences in patterns of governance across the United States. The results are intended to increase the understanding of shared governance in the community college. Grounded in organizational theory, the research adopts a theoretical framework which conceptualizes the internal governance of community colleges as primarily a political processes working within the framework of a professional bureaucracy. The findings suggest that faculty (both full-time and adjunct) are contractually obligated to participate in governance in a number of areas, and that there are regional differences between faculty participation as outlined by the language of the bargaining agreements. The study suggests the need for further research into the process and outcomes of collective bargaining in community colleges.
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Mott, Maxine Carol. "Women community college presidents' leadership agendas." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289100.
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This qualitative research study was an investigation into the leadership agendas of five women community college presidents and the outcomes of these agendas. The study had two unique features. First, it examined the conceptual basis of the presidents' leadership agendas. Second, it provided a comparative analysis of a feminist leadership model to other, more prominent, models of higher education leadership. A feminist research methodology, which extended beyond describing simplified realities of women leaders, was used to determine if women leaders' interpretations of how they practice leadership are consistent with their actual behaviors; how the processes of leadership influence tangible and substantive outcomes. Data were collected through participant/observation, interviews, and document analysis, and presented in five case studies. The study's findings help to inform two distinct but interconnected scholarly domains: women in higher education leadership and women's issues in higher education. What has emerged from this inquiry is that while processes of leadership behaviors may reflect "women's ways of leading," the substantive or tangible outcomes of a leader's actions are not necessarily feminist in nature. The findings reinforce the dangers in women accepting and celebrating the dichotomous and essentialist views of women's ways of leading. We need to resist the hegemonic discourses around gender and leadership and acknowledge that women leaders make sense of and enact their own realities in a variety of ways.
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Hutchins, Demetrees Lee. "Increasing College Access| A Look at College Readiness from the Experiences of Foster Youth." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636304.
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<p> Fewer than 50% of all foster youth in the United States graduate from high school by the age of 18 and only 20% of those high school graduates attend college. There are many barriers that impact the college-going rates of foster youth. Past studies on college attendance among foster youth rarely look at college readiness experiences from the perspective of the student and have a tendency to focus foster youth as a homogeneous population of low-income underserved and underrepresented students. Consequently, these studies offer little to no insight on what leads to successful college enrollment among foster youth. A phenomenological approach was used to allow participants to share their college readiness experiences from their perspective. This qualitative study investigated the college readiness experiences of foster youth who successfully graduated from high school and experiences that led to college enrollment. Understanding barriers to college attendance foster youth faced from their perspective provided a deeper understanding of their college readiness experiences and what it took to get to college. Using in-depth interviews and focus groups, this study explored and discussed perceived barriers and college readiness experiences participants encountered on their journey to college.</p><p>
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McBroom, Douglas G. "Explorations in Leadership Education: The Role of Leadership Education in Higher Education Outcomes." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-03262009-144239/unrestricted/McBroom_umt_0136D_10023.pdf.
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Faber, Andrea. "The Impact of College Attributes on the Earnings of Community College Graduates." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo151335572292832.
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Whyte, George. "The enterprising college." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240860.
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Cerrone, Kathryn L. "Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847.
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Hardee, Angelica M. "Physical Activity among College Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1409065705.
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Iborg, Diana H. "Examining the Effects of ACT Assessment of High School Graduates on College Enrollment and College Readiness." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618624.
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<p> A college education is essential to the future. Those with a college degree will make a higher income and be affected less by economic instability. Employment requiring a college degree will grow, while jobs that do not require postsecondary education will decline. Yet barriers exist that keep all students from attaining a college education. </p><p> It is the charge of schools to prepare students so they not only enter college, but also have the necessary skills to be successful in college-level courses. Federal initiatives mandate periodic assessments to ensure student learning and to hold schools accountable. However, scores from these assessments do not help students gain college entrance nor do they evaluate college readiness. Some states now provide the ACT to all high school students as part of the required state assessment. By doing so, all students will have a common measure of academic achievement in terms of college readiness in time to close achievement gaps before leaving high school. </p><p> This study examined the effects of increased ACT testing on college enrollment and readiness for students graduating in 2010. State testing percentages were obtained from the 2010 ACT Profile Reports for each state in the sample. College enrollment information was obtained from the Digest of Education Statistics. College readiness was measured by the percentage of students who met or exceeded the ACT benchmark scores in English and Mathematics. </p><p> Results revealed a relationship between increased testing and college enrollment, especially in Caucasian/White students, although the degree to which testing was responsible for this increase was limited. Strong relationships were found between increased testing and college readiness in both English and Mathematics. A negative correlation was found between the percentage of students who took the ACT and the percentage of students who met benchmark scores. Results suggested a disconnect between what high school students are taught and what they need to know for college success. Additional study should be pursued to investigate possible reasons for these findings. Recommendations for improvement and suggestions for future research are presented. </p>
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Shephard, Landon P. "Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5493.
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Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE & Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE & Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE & Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.<br>ID: 031001433; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell.; Title from PDF title page (viewed June 24, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 167-171).<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; Social Science Education
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Askin, Jacalyn Ann. "Community college funding: Environmental and institutional influences." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282905.
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Community colleges are unique among higher education institutions in their potential access to local appropriations as well as state funding. Twenty-six states reported to the Education Commission of the States in 2001 that community colleges in their states received some share of local funding. In research question one, using data for 781 public community colleges, we explore the implications of resource dependency theory for mission differentiation between dual-funded and state-funded colleges. Research question two studies the influences of state demographics, economics, politics and college governance on state and local appropriations. We examine how these factors similarly and differently influence the two streams of public funding as well as how the two interact. We also investigate the question of whether local appropriations "pay off" for community colleges. This work extends prior research that has focused on funding for higher education in the aggregate or for four-year colleges and universities.
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Deno, John A. "The relationship of pre-college experiences to spatial visualization ability of beginning engineering graphics college students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891513435.
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Delong, Allen Wayne. "Parents of first-generation college students: their perceptions on the importance of college." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1069865199.
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Wooldridge, Heather R. C. "College Ready? A Longitudinal Study of the Effectiveness of AVID, GEAR UP, and Upward Bound on College Degree Completion." Thesis, Notre Dame of Maryland University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751424.
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<p> American high schools must graduate more students who are college-ready. The employment market for adults with only a high school diploma is rapidly shrinking (Parikh, 2013). The United States is facing a shortage of educated adults who will be needed to fill the estimated 60% of jobs that will require a four-year degree by year 2025 (Conley, 2014; Dyce, Albold, & Long, 2013; Schaefer & Rivera, 2012; Varee, 2008). Studies have shown that educational programs exist on the high school level that can increase the academic achievement of underperforming students and effectively prepare them for college (Beer, Le Blanc, & Miller, 2008; Bernhardt, 2013: Bosworth, Convertino, & Hurwitz, 2014; Campbell, 2010; Ghazzawi & Jagannathan, 2011; Mendoza, 2014). But how do these students fare once they get into college? Do they persist? Do they complete a 4-year degree? If yes, how long does it take them to complete their degree and graduate? The purpose of this study was to answer these questions by comparing the college enrollment and degree completion rates of students who participated in AVID, GEAR UP, Upward Bound, or both GEAR UP and Upward Bound, and students who did not participate in a college preparatory program during high school. Data from the Education Longitudinal Study of 2002 was used for this study and tracked students up to eight years post-high school graduation. Results from this study show that AVID students attain their 4-year degree eight years post high school graduation at a higher rate than students in all other groups. This finding was statistically significant and contributes to the growing pool of research that suggests that AVID is an effective program for increasing the likelihood that first-generation college-going students, students from lower-socio economic families, and students from subgroups traditionally underrepresented in higher education are better prepared for the rigors of a college education and complete their 4-year college degrees in a timely manner.</p><p>
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Blair, Anthony R. "ADHD Stimulant Justification among College Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/172.
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The purpose of this paper is to understand ADHD stimulant abuse among college students. Adderall and other ADHD stimulants are socially acceptable in the college student community. Students believe Adderall is safe, harmless, and beneficial, but the United States Drug Enforcement Agency (DEA) classifies Adderall, along with other ADHD stimulants, as Schedule II substances because of their addictive nature. Among the average college student population, Adderall is not perceived as a dangerous Schedule II drug such as cocaine, oxycotin, opium, or morphine. Instead, Adderall is seen as a way to “perk up” and become or stay alert. College students rationalize that using the drug is no different than drinking coffee, using energy drinks, or taking energy tablets. College students are in denial that ADHD stimulants are dangerous and addictive in nature like any other habit-forming narcotic. The goal of this paper is to discuss and understand why college students abuse ADHD stimulants and rationalize their behavior for doing so. Suggestions for educators, researchers, and medical practitioners are also included. The significance of this paper is to convey a better understanding as to why college students abuse ADHD stimulants.
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Harrison, David T. "Transformational Leadership and Community College Effectiveness." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391690073.
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Fridena, Richard Henry. "Community college presidents and institutional decision making." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282860.
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This is a case study of one state's community college presidents as an organized power network. I examine community college leadership as a function of group or class interests and social and institutional environments. Institutional leadership is not seen as the efforts of a single leader in a single institution. This case study uses a Delphi survey and content analysis to explore the general and specific transmission mechanisms of class interests, structural dependence, and power networks. The Delphi survey examined class formation and interests through identifying the consensus ideology held by community college presidents. Content analysis of the minutes of a statewide community college presidents' organization identified collective presidential concerns and actions. Content analysis of the minutes of local community college district governing boards identified institutional decision making related to collective presidential interests. Together, the Delphi survey and content analyses led to interpretations regarding statewide structural dependence on community college presidents and their operating as an organized power network, both micro-level social mechanisms involved in system reproduction. I have drawn the following conclusions about community college presidents and institutional decision making (1) Community college leadership can be understood as the result of group or class interests. (2) Community college presidents are powerful and dominant actors in the community college system. (3) Community college presidents can be shown to have organized into elite power networks. (4) Community college presidents in this case study occupy central positions that have local governing boards, the state board, affiliated associations, and top administrators, to a greater or lesser degree, in structurally dependent positions. (5) Community college presidents, as a collective, shape institutional decisions across individual community colleges. (6) Community college presidents, as educational leaders of "democracy's colleges," do not embrace democratic mechanisms.
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Wilson, William Arthur. "An investigation into current evangelical college secularization." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618454.
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This study investigated the claim that some of the academically best evangelical colleges are in the process of secularizing. An instrument was developed which differentiated between evangelical and more liberal positions on religious, social, and political issues. Faculty attitudes were measured as representative of a particular college's position.;In Phase I, the DISCRIMINANT Program of the SPSS produced a predictor equation based on those questionnaire items which best discriminated between a stratified, random sample of faculty at known evangelical colleges and a similar sample at known secularized, church-related institutions. Validity of the instrument was shown as 94.59% of the evangelical professors were correctly pre-classified, as were 93.94% of their counterparts.;In Phase II, the predictor equation was applied to the responses of faculty at each of 15 colleges qualifying as the best evangelical institutions. Accordingly, 9 of these colleges were declared to be consistent with their evangelical claim and 5 were classified as secularized. One college was eliminated from the study due to a low response rate. A comparison for significant difference at the .05 level from the national evangelical mean of Phase I was made on those colleges declared by the predictor equation to be evangelical. Each of the 9 passed this test. Thus, since 35.71% of those colleges claiming to be evangelical were shown to be more alike the attitudes held by faculty at secularized, church-related institutions, it was concluded that the claim of secularization among the academically best evangelical colleges had empirical support. The variable of one's attitude toward the Bible proved to be a watershed issue in this analysis of secularization.;It was recommended that the evangelical community hold their colleges accountable, lest the trend eventually impact the larger evangelical movement. In addition, policy-makers at evangelical colleges were encouraged to continue hiring the best qualified evangelical faculty candidate, and to place greater emphasis upon the faculty members' continued spiritual growth. In short, the claim of evangelical colleges to center on God and the integration of faith and learning needs to be more actively pursued.
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Park, Seryoung C. "Effectiveness of Voluntary Education in operational environments an analysis of the Navy College Program for Afloat College Education (NCPACE)." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5801.
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Approved for public release; distribution is unlimited.<br>The Navy College Program for Afloat College Education (NCPACE) is one of the main components of the United States Navy's Voluntary Education (VOLED) program, offering college courses and remedial academic skill modules to sailors on sea duty or stationed in remote locations. This thesis predicts the likelihood of NCPACE course completion by course and individual participant characteristics using a logistic regression model. We found that participants who take distance learning-based and mathematics courses have lower predicted odds of succeeding, while participants with higher Armed Forces Qualification Test (AFQT) scores and levels of education have higher predicted odds of succeeding. Some variation was noticed between unit vessel types and school. This thesis also evaluates the likelihood of attempting and successfully completing a subsequent course conditional on the outcome of the first course. Successful completion of the first course is positively associated with an enrollment in a subsequent course in addition to the successfully completion of that course. Lastly, this thesis examines promotion, extension and reenlistment outcomes for first-term NCPACE participants with 48-month contracts. We found that those who successfully completed at least one course are predicted to be more likely to promote to E5 and are predicted to be slightly less likely to reenlist in the Navy.
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Gross, Tajah M. "One critical year| Understanding college entry experiences, academic resilience, and student persistence among nontraditional community college students." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243323.
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<p> This study examines college entry experiences (enrollment, orientation, assessment, and support services) and their contribution to the persistence of nontraditional students enrolled in community colleges. By reviewing the current retention research and models on academic integration, social integration, involvement, engagement and the construct of resilience, college entry experiences were identified and correlated to the work of Tinto, Astin, Kuh, and other researchers. Based on the findings of each of the four college entry experiences, this study provides insights and offers recommendations to community college presidents, deans, community college leaders, professors, student advisors, and enrollment specialists to establish innovative and highly effective intrusive advising support structures, nontraditional retention framework considerations, and cohort learning models to increase student engagement, reach optimal student persistence term to term, and produce cutting-edge degree completion rates. </p>
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Adams, Amy M. "National Measures of College Affordability: A Study of the College Affordability Index." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178666421.
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Ngquba, Tokozile. "Transkei College of Education students' perceptions of fieldwork in geographical education." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003691.
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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school geography incorporates a wealth of techniques and embraces a wide range of strategies which are directly suited to achieve the aims which are central to current geographical education. Techniques which directly involve the learner are perceived to be the most valuable. Of the many participatory strategies suited to the teaching of geography, fieldwork is accepted as the most worthwhile. This study investigates student teachers' perceptions of fieldwork in their college studies and as a teaching strategy. Extensive literature on fieldwork in geographical education was analysed. A survey was conducted to assess the student teachers' fieldwork experiences. The results reveal that fieldwork is neglected in Transkeian schools and Colleges of Education, despite the fact that it is required by school syllabuses, and the fact that in many areas suitable sites are readily accessible. Conclusions are drawn and recommendations made for the inclusion of fieldwork in geography courses at Transkei Colleges of Education.
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Frett, Jeannette. "College-to-Career Experience| Black and Hispanic First-generation College Graduates." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829075.
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<p> This study examined the lived college-to-career experiences of 23 Black and Hispanic first-generation bachelor’s degree recipients who completed an 18-month career preparation program conducted by Management Leadership for Tomorrow, a non-profit organization dedicated to the career preparation and professional advancement of high-performing emerging leaders from underrepresented, diverse communities, including undergraduate students transitioning from college to career. </p><p> With record high costs of higher education, increased demand for bachelor’s degree credentials in the labor force, and disproportionately higher rates of unemployment for Black and Hispanic first-generation college graduates, understanding the forces that influence the college-to-career transition of Black and Hispanic first-generation bachelor’s degree recipients is critical. Using a qualitative research approach, the data gathered from semi-structured interviews were analyzed through the prisms of human capital theory and social cognitive career theory, a career-related construct for examining the personal, behavioral, and environmental forces influencing individual career choices, expectations, decisions, and outcomes. </p><p> The findings point to five forces influencing the college-to-career experiences of the 23 Black and Hispanic FGC graduates in this study: family, persistence, preparation, networking, and race.</p><p>
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Kouanchao, Ketmani. "Lao American college students' holistic identity development." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570185.
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<p>Lao American college students' holistic identity development was examined in this study. The research utilized modified grounded theory methods to generate a model of holistic identity development for Lao American students whose families immigrated to the United States after 1978 as a part of the third wave of Laotian immigrants. Chickering and Reisser's (1993) psychosocial identity development theory and Kodama, McEwen, Liang, and Lee's (2002) negotiating identity and development task model for Asian Americans were utilized as an <i> a priori</i> theoretical foundation. Interviews explored participant perceptions and lived experiences as related to the elements of these two theories. Grounded theory development techniques were utilized in the analysis to explore the nature and interactions of various elements of the <i> a priori</i> theories. Data were collected using one exploratory focus group followed by in-depth interviews. Each participant was a child of parents who were refugees; all but one was born in the U.S. Findings center around three themes related to Lao American college students' holistic identity development: (a) the enmeshment of purpose and identity, (b) the influence and integration of family and culture influences, and (c) the fluidity of community influence. The dissertation concludes with a discussion of implications for theory, policy, and practice. </p>
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Meyer, Bruce A. "Does the Number of College Credits Earned in a Tech Prep and Postsecondary Enrollment Options Program Predict College Success?" Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1319488561.
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Barnett, Elizabeth F. "Student learning in a community college multicultural course /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7919.
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