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The purpose of this study was to further investigate the experience of international student-athletes (ISA) studying and competing at the collegiate level in the United States. This mixed methods study used a survey and interviews to probe ISAs' challenges and support sources. ISAs attending a large private four-year university located in the western United States along with university athletic support staff participated in this study. In the survey comments and interviews the ISAs expressed that they are highly concerned with their ability to financially survive in this new environment. A demanding schedule requiring the balancing of athletics and academics does not leave ISAs time to make money to provide for their needs. With name, image, likeness (NIL) deals becoming the norm in NCAA sports, ISAs further expressed their frustration with not being allowed to participate in these deals. Regarding cultural adjustment, ISAs suggested through their survey responses that they face difficulty with the university academic expectations in the United States and cultural differences. ISAs are most likely to consult with a friend at the university or a coach of their team during challenging or difficult times and almost never with an academic advisor or professor. Other factors influencing the ISAs included their target language ability and religion.

The topic of assessment has attracted wide-spread attention in the discipline of music education in recent decades. However, most research centres on school-based assessment, and then mainly on the assessment of practical music subjects. Current assessment practices in music literacy programmes (such as 'paper-and-pencil' and standardized tests) counteract what is arguably the most important goal of music education, namely the development of musicianship. Therefore, in this study, my aim is to investigate assessment practices in music literacy courses for young adults, and to show how assessment in these courses can contribute to the development of musicianship. In order to reach these aims, the terms 'musicianship' and 'music literacy' are defined. The importance of a guiding philosophy for assessment is highlighted and constructivism is discussed as an example of such a philosophy, since constructivist principles largely correspond with the principles of assessment and adult education. Principles for effective assessment are subsequently established before being applied to the assessment of music literacy outcomes. Finally, the need for further research about various topics that can inform assessment practices in music subjects is pointed out. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2007.

本研究旨在探討國中補校學生中輟的原因及其有關之變項；並對中輟原因的因應策略進行相關之研究。研究的方法採用文獻探討及問卷調查。研究的範圍為100至102學年度間，曾就讀補校且仍未復學之中輟生，由新北市境內辦理國中補習教育的30所國中，擇17所國中補效實施問卷。將實際收集的有效資料與以分析，得到下列幾項重要的發現及結論； 一、影響國中補校學生中輟的原因多元且複雜，以工作、家庭、自我能力認同、生理、心理及學校等因素居多。 二、國中補校學生中輟最主要原因，乃是工作及家庭因素。 三、學校因素在國中補校學生中輟原因中，在各因素之後。 四、不同個人背景變項之國中補校中輟生，其中輟原因與性別、年齡、婚姻及居住地區有關。 五、因應國中補校學生中輟生的策略，改善教師教學應被視為最重要且須立即進行之因應策略，並輔以加強學生輔導，改善環境與設備，調整課程與內容等策略。 六、在國中補校學生中輟的因應策略上，教師及學生的看法頗為一致。 / The purpose of this study is to explore the cause of dropouts among junior high school extention school (JHSES) students, their related variables and the coping strategies to such dropouts. Methology of research document analysis and questionnaires were performed in the 100-102 school year. Among 30 JHSES in New Taipei City, 17 enrolled in the questionnaire. Following important conclusions were obtained from data collected: 1. Factors influencing JHSES student dropout are diverse and complex, involving work, family, self-identity, physical, psychological and school, among others. 2. Most important factor of JHSES dropout is work and family. 3. School is least influential in the JHSES dropout. 4. JHSES dropout with different personal background is most effected by gender, age, marital status and residential areas. 5. Improvement of teacher instruction should be regarded as most important and immediate strategy, supplemented by strengthening student counseling, improving environment and equipment, adjusting curriculum content, etc. 6. Teacher and student views are consistent in the strategies to improve dropout in JHSES.

First year traditional college students required to register in a sequence of remedial courses prior to enrollment in credit-bearing courses often get discouraged by the financial burden and time commitments of this additional work and, subsequently, decide to drop out. The purpose of this qualitative program evaluation was to examine the effectiveness of the remedial adult literacy program being used at a 4-year urban college in the northeast and assess the curriculum alignment with the Council for Higher Education Accreditation (CHEA) standards. Knowles theory of andragogy, which suggests that adults are self-directed and expect to take responsibility for their own decisions, was the conceptual framework for this study. Research questions addressed participants' perceptions of the current adult literacy program. All 60 students enrolled in the adult literacy program completed open-ended questionnaires and participated in focus group interviews. Two faculty and 3 administrators responsible for the adult literacy program completed questionnaires and participated in individual interviews. Thematic coding and member checks allowed for data triangulation to analyze the findings. Three themes emerged to improve the quality and effectiveness of the current program: reform of instructional program, technology intervention, and enhancing student learning through assessment. Staff members did not think curriculum aligned with CHEA standards. The majority of students and staff preferred a media versus text-based curriculum. Social change is promoted by continued program evaluation and integrating technology in adult literacy programs to improve student achievement and self-efficacy, prompting greater college completion and workforce preparation.

There has been an increase in the number of first-generation adult learners in higher education institutions. However, literature has revealed limited information on the experiences of first-generation adult learners and their perception of the barriers they face in higher education. The purpose of this phenomenological study was to examine the experiences of 6 first-generation adult learners attending a higher education institution and their perception of the barriers they faced. The theoretical foundations were andragogy theory and social-cognitive career theory. Data were collected using purposeful interviews and data were analyzed using iinterpretative pphenomenological aanalysis. Five detailed patterns were identified: (a) students experienced specific barriers associated with anxiety and fear; (b) students were able to adapt to change and overcome their barriers; (c) students viewed education as a way out of their present situation and welcomed it as a positive influence; (d) students viewed the barriers as normal life challenges; and (e) the availability of supportive services made a difference in the adult learning environment. Findings from this research will contribute to the knowledge and experiences of first-generation adult learners in higher education institutions and the unique barriers they face. In addition to the development of effective programs designed for first-generation adult learners, administrators, staff, and faculty in higher education institutions can use the data generated from this study to improve overall retention/graduation rates for underserved populations in higher education by identifying any obstacles to success and implementing intervention policies.

Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2007.

<p>The research findings are grouped according to the three themes identified which includes the relevance of the module, the effectiveness of the teaching and learning approaches and methods, and the integration of generic and discipline specific academic literacy. The researcher hopes this study will help illuminate perceptions of part-time students&rsquo / about the Academic Literacy for Commerce course and also how it can be improved to better serve the needs of part-time students.</p>

Syftet med undersökningen var att ge en bild av hur studenter i en högskoleutbildning på distans upplever sitt lärande. Fokus har lagts på den eventuella kopplingen mellan studenternas yrkeserfarenhet/yrkespraktik och deras lärande i en utbildning. Undersökningen utgår ifrån ett kvalitativt forskningsperspektiv och ett fenomenologiskt synsätt. Den empiriska undersökningen genomfördes i form av intervjuer med fem studenter som utbildar sig till lärare inom förskola och förskoleklass. Intervjuerna bearbetades och analyserades utifrån undersökningens syfte och frågeställningar och utmynnande i ett antal övergripande områden och teman. Resultatet visar att studenterna upplever att yrkeserfarenheten påverkar deras lärande bland annat genom ett praxisnära förhållningssätt och att de ”tänker i arbetet” när de studerar. Studenterna ser många fördelar med att arbeta parallellt med studierna och anser att deras erfarenhet i stor utsträckning tas tillvara i utbildningen. De effekter som studierna upplevs ha fått i yrkespraktiken är framför allt att studenterna kan sätta ord på sitt handlande och reflektera över sitt eget förhållningssätt och den egna verksamheten i större utsträckning än tidigare. / The aim of this study was to describe how distance students in higher education experience learning. The focus of the study is the connection between the students’ professional experience/occupational practice and their learning. The survey is founded on a qualitative research perspective and has a phenomenological approach. The empirical survey was carried out through interviews with five students who train to become teachers for pre-school and pre-school class. The interviews were processed and analyzed on the basis of the research questions, and resulted in a number of general areas and themes. The results indicate that the students experience that their work affect their learning. They have a practical attitude towards their studies and relate to their work practice when studying. The students can see many advantages in working alongside their studies and consider that their experience, to a great extent, is made the most of in their education. The students experience that the effect the studies have had in their occupational practice is, above all, that the they can put their actions into words and reflect upon their own work to a greater extent than before.