Thesis (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005. / Bibliogr.: f. [117]-121. Document électronique également accessible en format PDF. CaQCU

The purpose of this study was to examine the experiences of students enrolled in small community colleges to determine if there was a difference in the degree to which students were engaged based upon their primary enrollment in day or in evening courses. Specifically, the study investigated the amount of time and effort students dedicated to their academic pursuits and the degree to which institutional policies and practices supported them in their efforts to determine whether time of enrollment was a significant factor in predicting engagement. The primary goals of the study were to contribute to the understanding of students' experiences and to provide empirical evidence that might serve as the foundation for program development and reform. The findings from the quantitative analysis revealed a significant predictive relationship between time of enrollment and five of the fourteen engagement variables considered in the study. Enrollment in evening courses was linked to lower levels of engagement in each of these five areas: student effort, academic challenge, support for learners, academic preparation, and school opinions. The results of the study supported the development of a theoretical model that depicts student engagement based upon primary enrollment in evening courses. The model places support for learners at the forefront. Students' opinions are the end result, with each of the other engagement variables being affected by the levels of support perceived by evening students.

Alternative educational settings that attempt to challenge Individualism are pervaded by Individualizing influences from the larger school system. This thesis examines the influences of Individualism in a school garden program at a Southern California continuation high school. Program members included high school students, college student interns, and two co-directors. Research was conducted during the spring semester of 2014. By providing an analysis of the Individualizing and non-Individualizing influences present in the program and the ways in which these influences interacted to inform the program structure and program members’ experiences and understandings, my thesis sheds new light on the complex ways alternative educational settings incorporate some aspects of Individualism, even as they challenge it.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005. / Bibliogr.: f. 168-171. Document électronique également accessible en format PDF. CaQCU

With more than 10% of all high school age students taking classes at a continuation school at some point in their high school career, this normally forgotten alternative learning environment is one that serves many of our most historically marginalized student groups: Black, Latinx, those with learning differences, and English Learners (Ruiz de Velasco et al., 2012). Leadership in schools is the difference-maker in student learning efficacy (Wahlstrom et al., 2010; Whitaker, 2020). This qualitative study was situated on the theoretical framework created by Madhlangobe and Gordon (2012), Culturally Responsive Leadership (CRL). The aim of this study was to build a professional profile of effective continuation school principals to help guide current practitioners, aid district leadership in identifying candidates best suited to lead their continuation schools, and how to train future leaders. Data was collected via interviews with nine principals of model continuation schools, the highest honor such a school can receive from the California Department of Education (2022a). Data showed that the study participants embodied many of the tenets set forth in CRL, but were not as strong in specific modeling and fostering cultural responsiveness in others. As described earlier, the opportunities for professional growth and collaboration across schools and principals is not well developed statewide. This area for growth is one of the most substantial opportunities the continuation school community has to improve professional practices and improve learning outcomes for all students across the state of California.

Chan, Wai Nga Gloria. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese ; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENT --- p.viii / LIST OF TABLES --- p.xix / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1. --- Background to this Study --- p.1 / Chapter 1.2. --- Purpose of this Study --- p.2 / Chapter 1.3. --- Significance of this Study --- p.3 / Chapter 1.4. --- Organization of this Thesis --- p.3 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5 / Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5 / Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7 / Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8 / Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13 / Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13 / Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17 / Chapter 2.2.3.1 --- Personality --- p.18 / Chapter 2.2.3.2 --- Self-esteem --- p.19 / Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22 / Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22 / Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25 / Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27 / Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29 / Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29 / Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31 / Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31 / Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33 / Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34 / Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36 / Chapter 2.4 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY --- p.39 / Chapter 3.1 --- Introduction --- p.39 / Chapter 3.2 --- Research Design --- p.39 / Chapter 3.3 --- Participants --- p.40 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40 / Chapter 3.3.2 --- Demographic and Language Background --- p.41 / Chapter 3.3.3 --- Profile of Participants --- p.42 / Chapter 3.4 --- Instrumentation --- p.46 / Chapter 3.4.1 --- Focus Group Interviews --- p.47 / Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48 / Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48 / Chapter 3.4.4 --- Survey --- p.51 / Chapter 3.4.5 --- Triangulation of Data --- p.52 / Chapter 3.5 --- Data Collection and Processing --- p.53 / Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53 / Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54 / Chapter 3.6 --- Data Analysis --- p.55 / Chapter 3.7 --- Validity and Reliability --- p.55 / Chapter 3.8 --- Ethics --- p.57 / Chapter 3.9 --- Limitations --- p.58 / Chapter 3.10 --- Summary --- p.59 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61 / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Sun's Story --- p.62 / Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62 / Chapter 4.2.1.1 --- Influence of Family and Community --- p.62 / Chapter 4.2.1.1.1 --- Parental Influence --- p.62 / Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65 / Chapter 4.2.1.1.3 --- Influence of Community --- p.67 / Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68 / Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68 / Chapter 4.2.1.2.2 --- English Teachers --- p.70 / Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73 / Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76 / Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77 / Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79 / Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81 / Chapter 4.2.3 --- Returning to the English Classroom --- p.81 / Chapter 4.2.3.1 --- Motivation --- p.82 / Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83 / Chapter 4.2.3.3 --- Investment in Learning English --- p.85 / Chapter 4.2.3.4 --- Influence of Family and Community --- p.88 / Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93 / Chapter 4.2.3.6 --- Course Instructors --- p.94 / Chapter 4.2.3.7 --- Classmates --- p.96 / Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101 / Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101 / Chapter 4.2.4.2 --- Better Job Opportunities --- p.102 / Chapter 4.2.4.3 --- Better Self-perception --- p.103 / Chapter 4.2.4.4 --- Psychological Well-being --- p.104 / Chapter 4.3 --- Kristy's Story --- p.105 / Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105 / Chapter 4.3.1.1 --- Influence of Family and Community --- p.106 / Chapter 4.3.1.1.1 --- Influence of Parents --- p.106 / Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109 / Chapter 4.3.1.1.3 --- Influence of Community --- p.110 / Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111 / Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111 / Chapter 4.3.1.2.2 --- English Teachers --- p.115 / Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119 / Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121 / Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122 / Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123 / Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124 / Chapter 4.3.3.1 --- Motivation --- p.124 / Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125 / Chapter 4.3.3.3 --- Investment in Learning English --- p.125 / Chapter 4.3.3.4 --- Influence of Family and Community --- p.127 / Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132 / Chapter 4.3.3.6 --- Course Instructors --- p.133 / Chapter 4.3.3.7 --- Classmates --- p.134 / Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137 / Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137 / Chapter 4.3.4.2 --- Better Job Opportunities --- p.140 / Chapter 4.3.4.3 --- Psychological Well-being --- p.142 / Chapter 4.4 --- Summary --- p.143 / Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148 / Chapter 5.1 --- Introduction --- p.148 / Chapter 5.2 --- Eva's Story --- p.150 / Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150 / Chapter 5.2.1.1 --- Influence of Family and Community --- p.150 / Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150 / Chapter 5.2.1.1.2 --- The Influence of Community --- p.153 / Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155 / Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156 / Chapter 5.2.1.2.2 --- English Teachers --- p.158 / Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166 / Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168 / Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168 / Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168 / Chapter 5.2.3.1 --- Motivation --- p.169 / Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170 / Chapter 5.2.3.3 --- Investment in Learning English --- p.172 / Chapter 5.2.3.4 --- Influence of Family and Community --- p.176 / Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181 / Chapter 5.2.3.6 --- Course Instructors --- p.181 / Chapter 5.2.3.7 --- Classmates --- p.182 / Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184 / Chapter 5.2.4.1 --- Increased Self-confidence --- p.184 / Chapter 5.2.4.2 --- Better Self-perception --- p.187 / Chapter 5.2.4.3 --- Psychological Well-being --- p.189 / Chapter 5.3 --- Pam's Story --- p.190 / Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191 / Chapter 5.3.1.1 --- Influence of Family and Community --- p.191 / Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191 / Chapter 5.3.1.1.2 --- The Influence of Community --- p.196 / Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197 / Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197 / Chapter 5.3.1.2.2 --- English Teachers --- p.198 / Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201 / Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203 / Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203 / Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203 / Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204 / Chapter 5.3.3.1 --- Motivation --- p.204 / Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209 / Chapter 5.3.3.3 --- Investment in Learning English --- p.212 / Chapter 5.3.3.4 --- Influence of Family and Community --- p.215 / Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217 / Chapter 5.3.3.6 --- Course Instructors --- p.217 / Chapter 5.3.3.7 --- Classmates --- p.220 / Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224 / Chapter 5.3.4.1 --- Better Job Opportunities --- p.224 / Chapter 5.3.4.2 --- Increased Self-confidence --- p.224 / Chapter 5.3.4.3 --- Better Self-perception --- p.226 / Chapter 5.4 --- Summary --- p.227 / Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231 / Chapter 6.1 --- Introduction --- p.231 / Chapter 6.2 --- Guiding Question One --- p.231 / Chapter 6.2.1 --- Difficulties faced at home --- p.231 / Chapter 6.2.2 --- Difficulties faced in school --- p.234 / Chapter 6.2.3 --- Difficulties faced in community --- p.239 / Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240 / Chapter 6.3 --- Guiding Question Two --- p.243 / Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244 / Chapter 6.3.2 --- Investment in English learning --- p.245 / Chapter 6.4 --- Guiding Question Three --- p.251 / Chapter 6.4.1 --- Better Job Opportunities --- p.252 / Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253 / Chapter 6.4.3 --- Better Self-perception --- p.255 / Chapter 6.4.4 --- Psychological Well-being --- p.258 / Chapter 6.5 --- Implications --- p.261 / Chapter 6.5.1 --- For Adult EFL Learners --- p.261 / Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264 / Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265 / Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268 / Chapter 6.5.3 --- For Formal School English Teachers --- p.274 / Chapter 6.6 --- Limitations of the Present Study --- p.275 / Chapter 6.7 --- Suggestions for Future Study --- p.276 / REFERENCES --- p.278 / Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286 / Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290 / Appendix C Questionnaire - At The Present Stage (English Version) --- p.293 / Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302 / Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309 / Appendix F Interview Protocols - In Working Life and Adulthood --- p.316 / Appendix G Consent Form (English Version) --- p.323 / Appendix H Consent Form (Chinese Version) --- p.325