Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

Institutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida. The program targets students who earned below a 2.0 grade point average (GPA) and were placed on academic probation. Data was collected through one-on-one interviews with previous ACCESS Program students and current ACCESS academic coaches/administrators. A document analysis was also conducted. The guiding research question for this study was: How useful, if at all, did participating students perceive the interventions of the ACCESS Program (e.g., meetings with an academic coach, tutoring, life skills workshops, meeting with a career advisor) in improving their academic performance (e.g., GPA) and why? The study also compared the perceptions of students to those of the ACCESS academic coaches/administrators about the interventions of the program and their usefulness. This study found that students and ACCESS academic coaches/administrators were most likely to find the academic coaching sessions to be the most useful intervention in helping students improve their academic performance and the academic workshops were found to be the least useful. Additionally, while there are elements of the program that can be improved, findings also suggest that those who had a positive overall experience in the program were more likely to perceive the program as useful because of the partnerships formed with their assigned academic coach/administrator/tutor/career counselor; the self-management skills they developed, such as accountability; and the academic and non-academic skills developed, such as improved writing and time management skills. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

It has been established that prior academic achievement influences persistence in college and that poorly prepared students are less likely to persist. The effect of counseling on underprepared students was investigated because this form of active involvement was considered a key element in the retention of developmental studies students in open-access community colleges. Since standard instructional efforts to remedy basic skill deficiencies have yielded inconsistent results, an integrated teaching model was introduced. It was believed that the academic challenges experienced by basic writing students could be moderated by structured counseling support available in the classroom throughout the transition to college composition. This research investigated the relationship between successful completion of a developmental writing course and student GPA in college composition. Since students in both treatments were considered to be lacking prerequisite skills for college composition, a median computed from placement test scores was used to categorize levels of underpreparedness. The subjects were 118 students enrolled in developmental English courses. The typical student was a young, white, male, enrolled for the first time at his local community college. After placement testing he was considered moderately underprepared for college composition. The relationship between basic writing treatment sections and grades, and between levels of underpreparedness and grades were analyzed using three Chi-Square tests of independence. These data revealed no significant relationship between grades in English 001 and teaching models, or levels of underpreparedness. It was noteworthy that 75% of the basic writing students from either treatment were successful in English 001 reflecting the overall quality of developmental instruction. Of the students categorized extremely underprepared, 69% succeeded, compared to 79% of the moderately underprepared students. This non-significant finding might suggest a need to reconsider placement test categories. Of 118 students, 89 were prepared to enter English 111 but only 71 registered for the course. A Chi-Square test of independence comparing English 001 teaching models and future enrollment in English 111 showed that there was not enough evidence to suggest that students were more likely to register because of the counselor’s influence in the classroom. A t-test comparing teaching models and future grades in English 111 revealed that the integrated teaching model did not significantly influence student GPA. In summary, 66% of the with counselor (WC) students versus 46% of the teacher-only (TO) students succeeded in developmental studies and persisted through registration for college composition. Despite the absence of a statistically significant finding, community college counselors might consider more classroom-based roles if these activities can help strengthen the visibility and image of student development services. / Ed. D.

The purpose of this study was to develop an Institution Administration program to be taught at the undergraduate level at the Virginia Polytechnic Institute. Institution administration programs in other land-grant colleges and universities were studied and recommendations for such programs were obtained from directors of approved dietetic internships. An institution administration program comprised of a course in institution management and organization and a course in institution administration experience was developed. The program developed was in agreement with institution administration programs offered in other colleges and universities end recommended by directors of internships. The two courses making up the institution administration program were taught at the Virginia Polytechnic Institute fall quarter, 1960 end winter quarter, 1961. At the termination of winter quarter, 1961, the program was evaluated for effectiveness and recommendations for further development of the program were made. / Master of Science

Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation. An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions. The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs. / Ed. D.

The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

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