A historical overview of Latino enrollment in the community college is presented. Thirty Latino occupational, transfer, and non-credit students attending an Oregon college were interviewed, examining educational and familial background, and college services as indicators of their decision to pursue postsecondary studies at the two-year institution. Results are analyzed, supplemented by information from local agencies and institutional data. Findings indicate Latinos are drawn to community colleges because of convenience, accessibility, affordability, and variety of programs offered. Recommendations based on information gathered are provided to assist community college leaders striving to better serve this population. / Graduation date: 1994

Thesis (Ed.D.)--Teachers College, Columbia University, 1962. / Typescript; issued also on microfilm. Sponsor: Florence Stratemeyer. Dissertation Committee: Elizabeth Hagen. Type C project. Includes tables. Includes bibliographical references (leaves 106-119).

Science and Technology Education / M.Sc. (Chemical Education)

<p> The purpose of this qualitative research study was to explore the overall lived experiences of DACAmented Latina/o students enrolled within the California Community College system. Adding to the limited research on the undocumented student population, specifically those who are Deferred Action recipients, findings highlight the experiences of students who have persisted in higher education by drawing on their cultural wealth to pursue their dreams and aspirations regardless of their status. From the voices of 10 students three themes emerged, (a) coming of age as undocumented, (b) navigating higher education, and (c) the impact of DACA. These three themes will demonstrate how this population makes sense of their status and navigates higher education within a time of constant change and uncertainty in our country at both the federal and state level. This study adds to the research on DACAmented Latina/o community college students, offers recommendations for practice and state and federal policy are also discussed.</p>

The study set out to assess the quality of the DTEP offered by the LCE by examining its strengths and limitations regarding student teachers‟ home and academic background, mode of delivery, entry requirements, course materials, content and pedagogic approach. This was done through analysis of some course documents and materials, interviewing course designers, tutors as well as final year student teachers. DTEP appears to be doing well in some areas and not so well in others. To start with, the programme came as the main answer to qualifying the teachers that were employed as un/under qualified at the pressing demands of UPE and FPE in the early 2000s. DTEP goes beyond teaching primary school content and methodology, onto teaching content aimed at opening doors for further study and thus other careers for its clientele. But there‟s still dire need to convince student teachers that this is good practice and for their benefit and not an unnecessary burden, as they perceive it to be. DTEP also appears to be succeeding in not just changing the negative attitudes and/or perceptions that most of its clientele tend to have at entry point, but also in them actually changing from wrong practices as well. However, the programme is characterized with some serious administrative challenges such as lack of transport which results in late delivery of study materials and irregular school visits. Also the DTEP entry qualifications are very low and yet there‟s no form of bridging course put in place to compensate for this. It as well seems that, though they are the only means of course communication, the DTEP course materials tend to be well written, interactive and thus of a good quality. The revisions of such materials, started late 2009, was completed early 2010. DTEP tutors as well stress to their students the importance of learner centred methods of teaching even though they are not able to demonstrate their use to them most of the time.

Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 114-122). Also available in print.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 502-527). Also available for download via the World Wide Web; free to University of Oregon users.

This study sought to understand why some students at Eagle University (pseudo.) complete the doctoral program in instructional technology while others do not. The study explores factors and issues affecting doctoral attrition and completion of the Ph.D. in instructional technology (IT) in the College of Education at Eagle University, a major research university with very high research activity. Participants in the study were eleven former doctoral students from Eagle University (pseudo.), six of whom met the requirements for graduation (completers) and five of whom ended the pursuit of the doctoral degree in instructional technology at EU (non-completers). A qualitative study informed by phenomenology, the purpose of the study was to explore these phenomena from the perspective of the students. Postmodernism served as the theoretical framework. Participants were interviewed using the structured interview guide developed by the researcher. Two important findings were that only one of the eleven students knew what to expect from the program; and that completers were more likely to report that their primary motivation for pursuing the Ph.D. was for personal satisfaction. Recommendations were made based on student feedback, and included implications for students as well as implications for the university/program. Examples of advice for students were: 1) contemplate their goal(s) in pursuing the Ph.D. and consider the impact if something happened to alter that goal, and 2) seek out doctoral support groups and begin to establish relationships with current members. Two selected recommendations for the university/program were 1) develop a pre-application seminar or eLearning module to provide potential doctoral students with a realistic understanding of the program, and 2) consider developing a mentoring program that matched more experienced students or non-advisory professors to new students. Results of the study indicated that multiple factors affected both completers and non-completers; and these factors were often similar. However, among the key factors separating completers from non-completers were the determination of the student and the quality of the advisor relationship.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 96-112). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 139-152). Also available for download via the World Wide Web; free to University of Oregon users.