Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Kenneth B. Matheny, committee chair; Frances McCarty, Y. Barry Chung, Jeff Ashby, committee members. Description based on contents viewed Feb. 16, 2010. Includes bibliographical references.

Thesis (PhD.)--University of South Australia, 2004. / Title from title screen (viewed 18 Aug 2005).

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 11, 2010). Vita. The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Kim Anderson. Includes bibliographical references.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joyce Piveral and Dr. Phillip Messner Vita. Includes bibliographical references.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2004. / Includes abstract. "September 2004." Includes bibliographical references (leaves 254-268).

Στην παρούσα εργασία επιχειρήθηκε η θεωρητική και εμπειρική μελέτη της ανάπτυξης αλληλεπίδρασης των αλλοδαπών μαθητών με τους γηγενείς συμμαθητές και αν αυτή επηρεάζει κάποιες μορφές αυτοαντίληψης των αλλοδαπών μαθητών. Σε συνάρτηση με την αυτοαντίληψη και την αλληλεπίδραση εξετάστηκαν και άλλες μεταβλητές, όπως το φύλο των μαθητών, το κοινωνικοοικονομικό επίπεδο της οικογένειάς τους, την εθνικότητά τους. Η έρευνα εστίασε στο αν οι αλλοδαποί μαθητές ηλικίας 9 -12 χρονών αλληλεπιδρούν με τους Έλληνες συμμαθητές τους, αν αναπτύσσουν συγκεκριμένες μορφές αυτοαντίληψης (Κοινωνική αυτοαντίληψη, Αυτοαντίληψη γενικών ικανοτήτων και Αυτοαντίληψη γενικής σχολικής επίδοσης) και αν υπάρχει κάποια συσχέτιση μεταξύ αυτών των μεταβλητών. Για τη συγκέντρωση των δεδομένων μας χρησιμοποιήθηκαν δύο ερωτηματολόγια. Για την μέτρηση της αλληλεπίδρασης το ερωτηματολόγιο Social Interaction Questionnaire (SIQ) των Manor-Bullock,et al. (1995) στην τροποποιημένη του μορφή (Moore and Mellor, 2003) και για τη μέτρηση της αυτοαντίληψης το ερωτηματολόγιο του Marsh (Self Description Questionnaires Ι για παιδιά, Marsh, 1981, 1988, 1992a). Στην αρχή του εγγράφου με τα δύο ερωτηματολόγια προστέθηκαν και 8 δημογραφικές ερωτήσεις. Η συλλογή των δεδομένων πραγματοποιήθηκε σε 7 Δημοτικά Σχολεία της περιοχής των Πατρών και η διανομή των ερωτηματολογίων έγινε προσωπικά από την ερευνήτρια στα υποκείμενα, συνολικά σε 158 αλλοδαπούς μαθητές. Η ανάλυση των δεδομένων της έρευνας στηρίχθηκε σε μία σειρά από στατιστικές δοκιμασίες: α) Παραγοντική ανάλυση β) Ανάλυση αξιοπιστίας (a του Cronbach), γ) Περιγραφική ανάλυση δημογραφικών στοιχείων, μεταβλητών αλληλεπίδρασης και μεταβλητών αυτοαντίληψης δ) Επαγωγική ανάλυση: Μη παραμετρικοί έλεγχοι, Ανάλυση συσχετίσεων (Pearson r).Επίσης πραγματοποιήθηκε έλεγχος T-test, για τη διερεύνηση στατιστικών διαφορών. Έγινε σε κάποιες περιπτώσεις ανάλυση παραγόντων (ANOVA) και τέλος παλινδρομική ανάλυση (regression analysis) μεταξύ των μεταβλητών των 2 ερωτηματολογίων. Το επίπεδο στατιστικής σημαντικότητας που ορίστηκε για όλες τις αναλύσεις ορίστηκε σε: p < 0,01** και p < 0,05*. Η στατιστική ανάλυση των ερωτηματολογίων πραγματοποιήθηκε μέσω του SPSS (17.0). Διαπιστώθηκε ότι οι αλλοδαποί μαθητές αναπτύσσουν σχέσεις αλληλεπίδρασης στο σχολικό περιβάλλον με τους Έλληνες συμμαθητές τους και δεν νιώθουν αποκομμένοι και εκτός ομάδας καθώς φαίνεται να γίνονται αποδεκτοί ανεξάρτητα από τη χώρα προέλευσης ή την εθνικότητά τους. Επίσης διαπιστώθηκε ότι διαμορφώνουν αρκετά υψηλή αυτοαντίληψη, κυρίως ως προς γενικότερες ικανότητες και δυνατότητες που αναπτύσσουν και ως προς την κοινωνική της διάσταση, γεγονός που μπορεί να θεωρηθεί ότι ενισχύει την θέση τους στην κοινωνική ομάδα του σχολείου αλλά και την διαμόρφωση της προσωπικότητάς και αυτοεικόνας τους, χωρίς ιδιαίτερα στοιχεία μειονεκτικότητας ή μη προσαρμογής. / The present paper attempted a theoretical and empirical study of the development of interaction between foreign students and their native peers. A second target was to determine whether this affects some forms of self-concept of foreign students. In connection with self-cocnept and interaction, we also considered other variables such as the pupils’ gender, the socio-economic level of their family and ethnicity. The research focused on whether foreign students aged 9-12 years old interact with their Greek peers, while developing specific types of self-concept (social self-cocnept, self-concept of general skills and self-concept of overall school performance) and whether if there is any correlation between these variables. We used two questionnaires for data collection. To measure the interaction, we used the Social Interaction Questionnaire (SIQ) developed by Manor-Bullock et al. (1995) in its modified form (Moore and Mellor, 2003), while, to measure self-concept we used the Marsh questionnaire (Self Description Questionnaires I for children, Marsh, 1981, 1988, 1992a). Eight demographic questions were added to the beginning of the document with the two questionnaires. The data collection took place in seven primary schools of Patras and the questionnaires were distributed personally by the researcher to the subjects, i.e. 158 foreign students. The analysis of the research data was based on a series of statistical tests: a) Factor analysis b) Reliability analysis (a of Cronbach), c) Descriptive analysis of demographic data, interaction variables and self-perception variables d) Inductive analysis: Non-parametric tests, correlations analysis (Pearson r). We also performed a T-test, to investigate statistical differences. In some cases, we performed a factor analysis (ANOVA) and, finally, a regression analysis between the variables of the 2 questionnaires. The level of statistical significance for all tests was set at: p <0,01 ** and p <0,05 *. The statistical analysis of the questionnaires was conducted via the SPSS (17.0). It was found that foreign students develop interaction relationships with their Greek peers in the school environment and do not feel cut off and isolated, as they appear to be accepted, regardless of country of origin or nationality. It was also found that they achieve a satisfactory level of self-cocnept, especially as regards their general capabilities, opportunities and social development, a fact that can be considered to strengthen their position in the school’s social group and the shaping of their personality and self-image, free of significant inferiority or non-adjustment elements.

Doctor of Philosophy / Department of Educational Leadership / Jeffrey T. Zacharakis / This quantitative study surveyed both the faculty and international undergraduate non-native English speaking (NNES) undergraduate students to see what they perceived as being useful to the students’ learning. This research was done at Kansas State University (K-State), which is Midwestern land grant university. The research consisted of two surveys, one for faculty teaching undergraduate students and one for international undergraduate NNES students. The survey instruments were created by the researcher based on literature about teaching NNES students, first year college students, and student-centered teaching practices. The survey asked the participants to choose how useful they perceived different activities to be on a scale ranging from one (extremely useful) to five (not at all useful). The survey items on the two surveys mirrored one another, so that the results could be compared. The researcher collected and analyzed the data from the surveys. The data was first analyzed to find the descriptive statistics for each data set. The mean for each of the six variables (the need for explicit instruction, the prevention of plagiarism, the use of visual aids, the usefulness of in-class activities, the usefulness of out-of-class activities, and the use of linguistic modifications) was calculated, as well as the mean for each item. For all the variables, the student mean scores were lower than faculty mean scores, indicating that the student participants perceived the survey items as more useful than faculty did. Each item pair was analyzed using a t-tests to see if any item had a statistically significance difference, using p < .05. There were 36 pairs and 24 pairs were found to be statistically significant.

School officials responsible for the growing international student populations struggle to find ways to help them navigate inconsistencies that may exist between federal regulations and institutional policies, and would benefit from increased understanding of ways to gain trust from diverse student populations. To determine whether student demographics might be related to propensity to trust, this study used the validated Propensity to Trust Scale (PTTS) by Frazier, Johnson, and Fainshmidt (2013), as well as a demographic questionnaire developed to measure students' background and educational attributes. Responses to an online survey from 576 international students from 71 countries were collected from a large private institution of higher education in the Western United States. Basic inferential statistics, including Analysis of Variance (ANOVA) and post hoc analysis, identified differences among demographic groups within this student population. Findings indicated that students who were not native speakers of the dominant language had a lower propensity to trust than native English speakers, and female students had a lower propensity to trust than did male students. Findings also indicated that during the senior year of school propensity to trust was significantly lower than in earlier undergraduate years and in graduate school. Implications from this study include an emphasis on the value of considering individuals within their own unique cultural and educational contexts, and avoiding a one-size-fits-all approach to fostering trust with students. Additionally, school officials should not assume that propensity to trust is consistent among those with institutional similarities and must not stereotype students based on their backgrounds.

Thesis (D. Min.)--Ashland Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 202-207).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 192-208).