Thesis (Ed.M.)--Boston University

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 142-147). Also available in print.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Maureen Ford.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

<p> The costs associated with attending a community college have increased over the years, not unlike most sectors within higher education (Mitchell &amp; Leachman, 2015). As such, community college students often find borrowing student loans a necessity in order to seek the academic credential they intend (McKinney &amp; Backscheider Burridge, 2015). In recent years, it is community college students who stop or drop out without completing an academic credential, with little increased earning potential, who are at high risk of defaulting on their student loan balance (McKinney &amp; Backscheider Burridge, 2015). While enrolled in college, these students are at-risk for completing a degree and demonstrate risky borrowing behaviors along the way, both a recipe for increased default and a life less improved, contrary to the promise of higher education (Mettler, 2014). There is little research on the perceptions of students who represent the community college student loan borrower (Cho, Xu, &amp; Kiss, 2015); therefore, this qualitative study was designed to investigate the perceptions of the participants regarding their academic progress and their obligations to their federal loans as viewed through the lens of student choice (Perna, 2006). Interviews with student loan borrowers at a Midwest community college were conducted. The students in this study discussed their perceptions and understandings, and multiple themes emerged as issues with which they were confronted. Overall, the findings imply changes to the structure and delivery of information necessary for student loan borrowers needs modifying. These findings imply students experience a disconnect between information presented to them and recall of the information when asked. Taken as a whole, these findings may be useful to practitioners and policy makers as student loan borrowing behaviors are examined.</p><p>

<p> The purpose of this qualitative study is to understand and describe how culturally and linguistically diverse students who also may have exceptionalities in a Middle Atlantic community college perceive first year experience programs. This study explores the experiences of first year culturally and linguistically diverse community college students who also may have exceptionalities through a social constructivist lens (Creswell, 2007, 2013) and the theory of culturally relevant pedagogy (Ladson-billings, 1995, 2006, 2014). The methodology for this study was qualitative and the method was qualitative interviews to give voice to CLD/E learners to share from their perspectives of their experience in a formal first year experience program. Sampling was purposive (Lincoln and Guba, 1985; Maxwell, 1996; Seidman, 2006) with a focus on 10-12 CLD/E adult learners, 18+ years of age, male and females, who have completed one &ndash;two semesters of the first year experience program in a community college, and one semester of a credit bearing course. The results of the study yielded eight emergent themes. These eight themes can be examined in two groups: the first group of themes referenced learning and developing an understanding of higher education and the second group of themes revealed issues of individual growth and change.</p>

<p> The purpose of this study was to identify the ways in which veterans with disabilities navigate the process of transition from their lives as members of the military community to participants in the community college. This study analyzed the subset of veterans with disabilities in a community college to identify the support structures and services that can help this population to navigate their academic experiences effectively. A qualitative, community-based participatory research design was used to provide a holistic account of the military to community college transition experience for student veterans with disabilities who participated in the Iraq and Afghanistan Wars. Three major themes emerged from the data. The themes include: (a) the personal journey into new roles and identities; (b) building communities and overcoming adversities; and (c) the reflective veteran. This study provides community colleges with insights that may enable them to improve their services for this camouflaged population.</p>

<p> To improve community college student success outcomes, accountability has shifted from the student to the institution. Institutions now must identify potential barriers to student success and take action to improve completion outcomes. One plausible way to begin an investigation of the factors that lead to student success is to examine the extent to which placement into developmental education impacts completion. The purpose of this correlational study was to examine the extent to which students placed into developmental English or Math, succeeded in their developmental coursework within one year, progressed in college-level coursework within two years, and graduated within three years. </p><p> This study examined the records of 1478 students at a large multi-campus community college located in the Northeast. Frequencies were employed to ascertain whether students placed in developmental-level courses were successful in those courses within one year. Phi coefficient tests examined the relationship between success in developmental English or Math in one year, success in the college-level English or Math courses within two years, and success in developmental education and degree completion within three years. A supplemental analysis, utilizing binary logistic regressions, was conducted to determine whether success in developmental English or Math predicted of graduation within three years. </p><p> The results indicate that students in the program under review graduated at higher rates than the national average. Transfer data improved both institutional performance and student success outcomes by 8 percent. Success in developmental education within one year was an important indicator of success in a college-level (gatekeeper) course within two years and progress towards degree completion within three years. Students who were successful in developmental education were more likely to graduate than those who were not successful in developmental education. Finally, the binary logistic regression results showed that success in developmental English and Math were significant predictors of student graduation within three years.</p><p>

Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 204-216).