<p> First-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto&rsquo;s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.</p>

No description available.

<p> <b>Purpose:</b> The purpose of this mixed-methods phenomenological study was to describe elementary school general education teachers&rsquo; perceptions of how their efficacy, as teachers, was affected by their experiences in implementing the PBIS framework. This study also sought to determine a better understanding of the skills necessary to impact all students while increasing teachers&rsquo; efficacy and their ability to carry out their obligations in facilitating student academic success and student discipline. </p><p> <b>Methodology:</b> Consistent with a mixed-methods approach, the instruments used in this study collected descriptive data and perceptual data from a group of elementary general education teachers from Riverside County, California. Through an electronic format, two different surveys were administered to participating elementary school teachers. In addition, principals of participating PBIS elementary schools referred teachers from their sites to participate in semistructured interviews. </p><p> <b>Findings:</b> Findings showed that the implementation of PBIS had positive effects on teachers&rsquo; efficacy, thus affecting their classroom experiences and student conduct. To understand teachers&rsquo; perceptions of how the implementation of PBIS was affecting their efficacy, the researcher first had to understand the teachers&rsquo; perceptions of how PBIS was being implemented at their sites. Findings demonstrated that teachers did not have a clear understanding of PBIS. However, teachers did understand and used the strategies learned through the implementation of PBIS. They included the opportunity to model, practice, and apply appropriate behavior and the strategies.</p><p> <b>Conclusions:</b> Teachers perceived that they were able to influence the three domains of teacher efficacy&mdash;student engagement, instructional strategies, and classroom management&mdash;and the skills within each; learn the strategies and supports to redirect student behavior; and influence classroom management. Findings from this study also revealed that teachers could redirect student behaviors by providing students with clear expectations, praise, positive student recognition, and rewards.</p>

No description available.

<p> This quantitative study examined the experiences of first-generation college students and the influence of cultural wealth capital on their college outcomes. The study analyzed secondary data from The Educational Longitudinal Study of 2002 (ELS:2002), a nationally representative data set capturing the high school, college and early post-secondary education experiences and outcomes of high school sophomore students in 2002 over a 10-year span, including college and early career outcomes. The scope of the data was narrowed to only examine students that indicated they were first-generation college students. </p><p> Using Tara Yosso&rsquo;s (2005) Community Cultural Wealth model as the conceptual framework, and, using factor analysis, the study operationalized two forms of capital from the model: aspirational capital and navigational capital. Both linear and logit regression analysis were used in examining this relationship between the capital constructs and college pipeline outcomes (enrollment, persistence and graduation) for first-generation college students. </p><p> The study found that for every one standard deviation increase of aspirational capital, first-generation college students were found to be 28.5% more likely to enroll in college. Additionally, for every one standard deviation of aspirational capital, first-generation students were 25.6% more likely to persist through to their fourth semester college, a time when first-generation college students are found to be most likely to drop out of college. The dissertation includes a robust discussion of outcomes and related recommendations for theory, practice and policy.</p><p>

Thesis (Ed.D.)--Indiana University, 2007. / Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0191.

<p> Research regarding homeschooled students and their transition to college has been focused on two distinct areas: their academic performance and success integrating into a university community. The purpose of this study was to analyze the transition experiences of students who were homeschooled prior to attendance at a residential university campus compared to students who were conventionally educated and attending the same university. My research uses a sociological framework and a qualitative comparative research design to focus on the ability of students from different educational backgrounds to garner social capital, network with peers, manage "rite of passage" experiences (such as dating and exposure to substance use) and nurture friendships. I interviewed 50 students: 25 students who had been homeschooled prior to college entrance and 25 conventionally educated students who attended the same university. Interview data were supplemented by focus group data from 13 homeschooled students. Using social capital, socialization, college student adjustment as theoretical frameworks, my findings challenge assumptions that homeschooled students' lack of formal school-related social exposure prior to attending college typically leads to adjustment problems in the university environment. There were some differences in assimilation experiences and the strategies used in the transition when comparing homeschooled versus conventionally educated students. However, the homeschooled students who transitioned to the university environment were socially engaged with others, both in the residential community and in co-curricular activities, on par with their conventionally educated peers. My findings suggest that, despite receiving their earlier education outside of formal settings that characterize conventional education, many homeschooled students have the skill development, social exposure and capacity to transition successfully to a residential university setting. Homeschooled students' ability to develop social capital, nurture social networks and assimilate into a collective community challenges the position of homeschooling opponents, who assume negative impacts due to insular relationships, lack of routine experience with age peers and limited access to conventional social opportunities. These empirical findings have implications for sociological research, homeschooling families, and critics and proponents of home-based education. </p><p> <i>Keywords:</i> homeschool, transition, social capital development, socialization, college student adjustment, student engagement.</p>

<p> This project examined the college-going culture at David Starr Jordan High School, an urban high school in North Long Beach, California. Drawing from two conceptual frameworks, Joyce Epstein's six elements of school-family-community partnerships and Patricia McDonough's nine elements of a college:.going culture, a new conceptual framework was developed: school-family-community partnership collegegoing culture. This new conceptual framework emphasizes the three C's: (a) communication, (b) college-information, and (c) collaboration, bridging schoolfamily- community partnerships and college-going culture. </p><p> To increase the college-going rate at David Starr Jordan High School, two community events were implemented at the school utilizing this new conceptual framework-providing a link between theory and practice. As a result, the project helped build school-family-community alliance, disseminated college information to students and families to debunk myths about college-related options, and promoted David Starr Jordan High School as a safe and caring high school. </p>

<p> Over the past several decades, there has been a great deal of discussion on the creation and maintenance of affirmative action programs for under-represented students in higher education. There is ample literature of the development of these programs, the role of state and federal agencies, and the ultimate resulting diversification of American institutions of higher education. This exploratory study seeks to improve our understanding of how access to higher education is perceived and experienced by African American students attending college in the 21^st century. </p><p> The exploratory study is a case study with a phenomenological perspective involving students entering college, K-12 and higher education administrators, and experts in the field of higher education. The researcher utilized individual interviews, group interviews, reflections, and a review of archival data and relevant theories. The study demonstrates how African American students (a) perceive and experience higher education, (b) develop a sense of agency and identity that impacts how they believe themselves to be perceived by their community, and (c) utilize that sense of agency and identity to influence college selection, as well as (d) how their academic and social transition to college is influenced by education officials and community. </p><p> Students in this study had a challenging transition to higher education. They had attended a predominantly African American high school that was highly focused on supporting student access to college. However, the students were not prepared to experience a diverse campus for the first time without the individualized attention they had received in their high school. </p><p> This study demonstrates that access and persistence within higher education is highly influenced by the support students received within their academic, social, and familial communities. It also indicates the significant financial pressure of affording higher education, a stressor throughout the college experience of these students.</p>

No description available.