There is no abstract available for this dissertation.

The problem set forth in this study was to investigate the attitudes of the students, their parents, faculty and administration towards various functions of the guidance department at Rossville High School in Rossville, Indiana.A survey of 25 questions was constructed and distributed to the students, their parents, faculty and administration in grades 7 through 12 at the school Eighty-four percent of these surveys were returned.On 16 of the 25 questions the groups agreed the counselor should be doing that particular task mentioned. On the other 9 questions the group had an overall "no opinion" response. Eight of the items were indicated as "needing extra attention" at Rossville.The survey was administered to a small rural school population and the results should be reviewed with this in mind.

<p> The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this decision. According to Ajzen's (1991) theory of planned behavior (TPB), the key components of decision-making can be quantified and used as predictors of behavior. In this study the STEM majors' decision criteria were compared between different institution types (two-year, public four-year, and private four-year), and between demographic groups (age and sex). Career, grade, intrinsic, self-efficacy, and self-determination were reported as motivational factors by a majority of science majors participating in this study. Few students reported being influenced by friends and family when deciding to major in science. Science students overwhelmingly attributed the desire to solve meaningful problems as central to their decision to major in science. A majority of students surveyed credited a teacher for influencing their desire to pursue science as a college major. This new information about the motivational construct of the studied group of science majors can be applied to the previously stated problem of not enough STEM majors in the American higher education system to provide workers required to fill the demand of a globally STEM-competitive United States (National Academy of Sciences, National Academy of Engineering, &amp; Institute of Medicine, 2010)</p>

No description available.

No description available.

Thesis (M.Ed.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 114-119).

Thesis (Ed.D.)--Teachers College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: William P. Anderson. Dissertation Committee: Charles N. Morris. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Gary Griffin. Dissertation Committee: Phil Lange. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: David B. Austin. Dissertation Committee: Arno A. Bellack, Harry L. Brown, Jr. Includes bibliographical references (leaves 192-196).

Thesis (Ph.D.)--Lehigh University, 2008.