This descriptive study was designed to initially test a measurement instrument designed to index caregivers' perceptions of their learning needs related to caring for an elderly family member in the home. A self-report demographic tool and the Clark Caregiving Skills Index (CCSI) were completed by 30 caregivers of home care patients.

No description available.

Most students who enter a community college with the stated intention of attaining a credential or transferring to a four-year university leave without accomplishing either of those goals (National Center for Education Statistics, 2011). This dissertation attempts to contribute to the growing economic literature that seeks to understand the conditions and policies that can positively influence community college students' academic and labor market success. In the first essay, I examine the effectiveness of remediation for students who are identified to have the lowest skills in mathematics. Descriptively, while students assigned to remediation tend to have poor outcomes overall, students assigned to the lowest levels of remedial math have the worst outcomes of all students. I use data from the state of Virginia's 2004 cohort of students and use a regression discontinuity design and find that students assigned to the third lowest level of remedial math would have benefited if they had been able to skip that remedial course. In the second essay, I use administrative data to examine how working while taking classes affects community college students' academic outcomes. I use two different identification strategy: an individual fixed effects strategy that takes advantage of the quarterly nature of the data to control for unobserved and time-invariant differences among students, and an instrumental variable difference-in-differences (IV-DID) framework that takes advantage of the fact that there is an exogenous supply of retail jobs during the winter holidays. Using the IV-DID framework, I compare academic outcomes during the fall versus the winter quarter for students who are more likely to work in retail versus students who are less likely to work in retail, based on pre-enrollment association with retail jobs. I find small negative effects of working on GPA and possibly positive outcomes of working on credit accumulation. Finally, in the third essay, Madeline J. Weiss and I examine the returns to community college credentials using administrative data. Using an individual fixed effects identification strategy that compares trajectories of wages across individuals, we find positive and substantial wage returns to associate degrees and long-term certificates and no wage returns to short-term certificates, over and above wage increases for students who enrolled and earned some credits but never earned a credential or transferred. We also find that associate degrees tend to be awarded in low-returns fields, but that in almost any given field, the returns to associate degrees is higher than the returns to certificates.

Participation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience in general, but provides little insight on outcomes for freshman students participating in first-year programs. Through a mixed methods approach, this study seeks to investigate academic and intercultural communication program outcomes of a full, first-year study abroad experience for a single freshman cohort. This study will provide institutional stakeholders their first outcomes assessment of a new and increasingly popular type of educational program. Additionally, the study will inform the field of study abroad through a descriptive analysis of participant data and their perceptions. The results have the potential to serve as a foundation for future research and the development of best practices. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / April 11, 2019. / academic outcomes, first year experience, freshmen, learning outcomes, program evaluation, study abroad / Includes bibliographical references. / Linda Schrader, Professor Co-Directing Dissertation; Robert A. Schwartz, Professor Co-Directing Dissertation; Elizabeth M. Jakubowski, University Representative; Patrice Iatarola, Committee Member; Toby Park, Committee Member.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains iv, 107 p. Includes abstract. Includes bibliographical references (p. 88-93).

Thesis (Ed. D.)--West Virginia University, 2000. / Original electronic document formatted into pages. Includes vita. Includes bibliographical references (leaves 88-106) and abstract.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xi, 236 p. : ill. Includes abstract. Includes bibliographical references (p. 196-209).

Thesis (Ed. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 140-148). Also available via the World Wide Web.

<p> This study was designed to examine if a correlation exists between regular school attendance and academic success. As an outcome of concern for educational expectations in American schools, the government of the United States increased accountability for schools through the No Child Left Behind Act of 2001, requiring schools improve student achievement levels in designated core academic areas (Tyre, Feuerborn, &amp; Pierce, 2011). Unlike the findings of Robert Balfanz and Vaughan Byrnes (2012) of Johns Hopkins University, which found most educational agencies do not keep detailed statistics regarding student attendance, Missouri public school districts do have an accountability structure in place. Core Data and Missouri Student Information System (MOSIS) data collection systems are used by the Missouri Department of Elementary and Secondary Education (2014) to monitor attendance among Missouri&rsquo;s school children. Using data collected from Core Data and MOSIS, this study was designed to correlate variables in relation to student performance on Missouri end-of-year standardized tests to the students&rsquo; annual attendance rates within a specific school district. Results were supportive of the research hypotheses; a correlation exists between chronic absenteeism and basic or below basic performance on the Missouri Assessment Program (MAP) grade-level assessments for students in the sample. These findings were generally consistent with previous research. Recommendations for future research are suggested.</p>

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Terry A. Ackerman; submitted to the School of Education. Includes bibliographical references (p. 295-303).