<p>The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&amp;S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of Engagement (CCSSE), items based on Marcia Baxter Magolda's model of cognitive complexity, and items based on student learning outcomes for learning in EOP&amp;S. Students' demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students' perceptions about their learning. Though there were limited findings related to grades as an outcome measure, several NCQ scales were associated with the learning in EOP&amp;S outcome measure. Qualitative and mixed methods analyses extended statistical findings highlighting the importance of positive outlook and positive self-concept. Finally, the study found that students' academic and social involvement played a noteworthy role in students' development, especially as related to cognitive complexity and learning in EOP&amp;S. </p>

Functional literacy is difficult to achieve for the deaf population. Sixty percent of deaf high school students read at or below grade four, eight percent read at or above grade eight. The present study investigated two factors that may contribute to these individual differences in reading achievement in the deaf signing population: signed language comprehension skills and word recognition skills. In Study 1, 31 deaf adults (12 women and 19 men) between the ages of 17 and 54 years were categorized as either a Good Reader or Poor Reader to determine what factors would differentiate them. These groups were tested with a battery of background questionnaires, speech use and comprehension, communication, hearing, nonverbal IQ measures, three signed language measures, and two reading tests. Results showed that the Good and Poor Readers differed significantly on signed language comprehension skills. The Poor Readers (mean reading level grade 3.5) had poor sign language comprehension and the Good Readers (mean reading level grade 10.5) had good sign language comprehension. / In Study 2, the Good and Poor Readers tested in Study 1 and a hearing control group (6 women and 8 men) were tested on three lexical decision tasks. Two tasks tested use of phonology in word recognition (spelling-sound correspondence, pseudohomophone tasks) and a third task tested use of sign lexical knowledge (signability task). Across all tasks, the deaf Good Readers were as fast and as accurate as the Hearing Readers, whereas the Poor Readers were slower and made more errors than the other groups. The Poor Readers displayed similar patterns of performance to the Good Readers on the spelling-sound and pseudohomophone tasks. Neither deaf group showed much evidence of using phonological processing whereas the hearing control group did. The Poor Readers showed evidence of using sign lexical knowledge on the signability task. / These results together suggest that underdeveloped signed language skills may be a more important factor in the low reading levels of the deaf signing population than word recognition skills.

<p>A key factor in mentoring effectiveness and satisfaction is ensuring that mentor preparation training and ongoing support address needed mentor knowledge and abilities (MKAs). Knowing how to mentor is different from knowing what mentoring involves or knowing mentoring policies and procedures. Ideally, mentor training incorporates both the "how" and the "what" of mentoring. Besides program administrators' ideas about needed MKAs, mentors and mentees are key stakeholders in mentor training effectiveness, yet their perspectives are not prevalent in the literature. This qualitative study examined three perspectives about MKAs related to mentor preparation training and ongoing support for a women's resource center (WRC) in a large metropolitan area in the Southwest. The WRC experienced a gap between mentor training effectiveness and mentor satisfaction with mentoring outcomes due to insufficient mentor development in MKAs most applicable to program goals. The three perspectives informing this study were mentors, mentees and mentoring program staff members. This study explored MKAs identified be each stakeholder group as necessary to mentoring effectiveness. MKAs categories identified by the stakeholders were: Mentor Self-Awareness, Mentor Self-Management, Realistic Expectations, Understand Mentees, Mentorship Management, Interpersonal Communication, Goals, WRC and Mentoring Program. Three implications for preparing mentors were identified. First, mentors need to possess realistic expectations regarding the WRC mentoring program. Second, training offered to mentors needs to distinguish between topics relevant to all mentors compared to topics relevant to some mentors depending on their previous mentoring or professional background and experience. Third, training and support should distinguish between information needed versus skills needed for effective mentoring. Ongoing mentor training and support implications include providing regularly scheduled mentorship assessments and updates to the WRC, establishing opportunities for mentors to connect with each other and the WRC, and receiving guidance for recognizing when it is time to close a mentorship and how to close it. Ongoing training and support implications indicate the need for online access to the information and resources provided during mentoring preparation; updates from the Mentoring Program Coordinator (MPC) about WRC programs, resources, and services; plus additional training and resources on mentoring effectiveness relevant while a mentorship is in progress. </p>

<p> Theological education has not widely utilized the PBL approach and there is very little research examining the utility of PBL in theological education. Lectures are currently the preferred teaching method in theological education, however, it is recognized that there is a need for a more holistic approach. As theological education is used in both Western and Eastern cultures it is important to consider the possible influence of cultural background on the response to a PBL approach. Cultural differences in the response to PBL have received little attention in PBL research to date. This study utilized in-depth phenomenological interviews and questionnaires to explore, describe and analyze the lived experience of tertiary nursing and theological students, their facilitators and expert educators. Participants from both Eastern andWestern cultural backgrounds were studied and the nursing students were included to provide a comparison group from a profession that has successfully utilized PBL for some time and that is similarly focused on equipping students to respond to the needs of others.</p>

<p> Currently, there is an increase in veterans returning to colleges, yet little understanding exists of their unique circumstances. Limited resources, programs, and staff for veteran services, along with physical injuries, cognitive impairments, and emotional disturbances due to post-traumatic stress disorder (PTSD), traumatic brain injury (TBI), and military sexual trauma (MST) further complicate the transition to college. Further, female student-veterans have additional pressures, such as women's health issues and motherhood, creating additional exigencies which affect their return to college. </p><p> Few studies have specifically sought to understand female student-veterans transitioning to college. Obtaining insight on the experiences of female student-veterans, utilizing the life story framework (Giele, 2010; Weber, 2011) and Schlossberg's transition theory (1984), allows for the discovery of how one's life course impacts the transition to college. </p><p> Therefore, this exploratory study uses a qualitative, phenomenological approach. Using semi-structured interviews, this study sought to examine the experiences and challenges of female student-veterans, as well as their identities, relationships, motivation, adaptability, strategies employed, and the role of health to determine the impact on transition from the military to college. </p><p> 17 women participated in the study. Findings indicated a need to be different than family expectations or education level, with many female student-veterans being first-generation college attendees. Relationships played an important role in supporting and mentoring female student-veterans. Having a strong drive to succeed, pursue career goals, and obtain a better life were the prevalent motivating factors for college education attainment. Female student-veterans demonstrated the ability to be adaptive to many demands and milieus, although transitioning to college presented many challenges. Anxieties were further escalated when the added responsibility of motherhood compounded demands, and created work-life-school balance issues. </p><p> In understanding that there are individual factors in the perceptions of work, life, and school demands, as well as strategies employed to cope with these obligations, a greater awareness and understanding can be realized. Further research in this area is necessary to develop a greater cognizance, discover additional issues, and ultimately inform and develop policies, programs, and services that can be implemented to meet the needs of female veterans transitioning from the military to college.</p>

<p> This qualitative study looked at the effects of cooperative charter school participation on adults. Research questions included: "How do parents who have identified personal changes as an outcome of their participation in a cooperative charter school understand and describe the changes?" and "What events or experiences do they perceive as having contributed to these changes?" The literature review focused on three areas: Charter Schools, Parent Partnerships, and Adult Learning. </p><p> The constructivist epistemology was the appropriate fit to study the effect of engagement in two cooperative charter schools, as the questions focus on constructed meaning. I employed surveys to gather participants who named change as an outcome of their experience, then conducted semi-structured interviews to elicit rich descriptions. Transcripts were coded, and themes emerged that combined to construct the following grounded theory: <i> The Elements of a cooperative charter school that appear to be most central to the experience of change and development of adaptive skills for adults are: a) a supportive, mentor-rich environment oriented toward a common goal; b) a diverse, collaborative community, and c) opportunities to engage in high-level leadership afforded through the cooperative model.</i> </p><p> Critical factors that enabled participants to challenge tacit assumptions included a common goal, and a sense of security stemming from the mentor rich environment. Four grand theories were compared to this grounded theory. They included Kegan's constructive development theory (1994), Mezirow's transformational learning theory (2000), Daloz's conditions that may promote transformative learning (1996), and Heifetz's technical and adaptive learning theory (1994). Each were congruent with the findings of this study.</p>

<p> This study sought to better understand the transformative nature or essence of the experiences of spouses of junior to midgrade enlisted soldiers wounded in combat during the Global War on Terror, how they learned to make meaning of their new life circumstances as a result of profound and dramatic changes in their lives as they struggle with the added responsibility of caring for their wounded warrior amid tremendously increased responsibilities of leading and managing their households, and, from a practical perspective, how society can better support them.</p><p> Within the framework of a qualitative approach, this study lays at the theoretical intersection of transformative learning and the feminist-inspired theory of women's development. The study population included fifteen spouses of junior to mid-grade enlisted wounded warriors. The women represented a diverse group of African American, Hispanic, and Caucasian spouses from nine different geographical locations with a median age of 37.6. Their soldiers were injured in combat operations in Iraq, Afghanistan, Kosovo, Syria, or Kuwait. The study used a modified version of Seidman's interview protocol; each participant was interviewed twice using open-ended questions.</p><p> The study found that (a) commitment was the essence of the spouses' transformative experience; (b) the women's transformation was not a linear, rational approach as outlined in the preponderance of the existing transformative literature; (c) there is an alternative perspective on the development level of enlisted spouses in this contemporary environment; (d) the women's epistemology was context-based and depended on the challenge or situation to be resolved; (e) the women had to fight against the institutional constraints that silenced them as they negotiated for a more inclusive involvement in their soldiers' care and well-being; (f) their resistance to the institution served as catalysts for transformation within the institutions; and (g) despite their personal challenges, their transformed perspective propelled them to strive to translate their moral commitments into action out of a feeling of responsibility to their wounded warrior community.</p>

<p> There is a distinct employment gap between disabled and non-disabled young adults with disabilities. Unemployment numbers are even higher for adults with autism. Recent statistics show Autism Spectrum Disorder is the fastest growing developmental disorder. The problem this dissertation addressed is the perceptions of employment experienced by young adults with autism and their parents. The literature review was perceived through the lens of a social justice view and disability theory. The review summarized overviews of special education policies, autism, and employment. </p><p> The purpose of this research was to give voice to the autism community through a qualitative single case study with multiple participants. Six high school graduates between the ages of 18-24 and their parents participated in individual semi-structured interviews. Questions were asked about participants' perceptions of the employment journey and perceptions of services received through the Individualized Transition Plan. Four participants made their Individualized Education Plans, Individualized Transition Plans, and psychological reports available.</p><p> Four themes emerged from the data collection: impact of autism on employment, social skills training, disclosure and self-advocacy, and expectations of students and parents about teachers. Data implied that a majority of young adult participants did not feel their disability would affect employment, whereas most parents believed autism would negatively impact future employment. Participants did not correlate social skills training to successful employment. No participants had a full understanding of the importance of self-disclosure or clear understanding of workplace accommodations. Half of parent participants were pleased with how their school districts serve students with disabilities, while the other half felt services should be continued, regardless of cost. The data led me to make several implications and recommendations.</p>

<p> At present, it can be difficult for teachers to teach writing effectively in the formal classroom due to large class sizes and unreasonable standardized testing criteria. As a result, many students are unable to learn how to communicate well in writing. Teachers will need to look outside the traditional methods of writing instruction to find ways to teach writing strategies effectively and efficiently. Informal learning occurs frequently in online spaces. Online communities, such as fan fiction websites, offer an opportunity for experts and novices to work in the same digital space where one can learn from each other through interactions within the community.</p><p> This dissertation analyzes the discourse among participants in an online fan fiction website, fanfiction.mugglenet.com, in order to find evidence of writing support and effective writing instruction. Participants in the community contribute to the success of writers as they comment on stories and in the forums. Members of the community interact with one another in three different ways: through comments on stories as they are being updated, through comments in the Beta Forums, and through private interactions between beta readers and authors. Comment feeds and threads from the Beta Forums were coded for evidence of writing support and elements of effective writing instruction. Findings of the study centered on motivation and support for writers as they continue to update their stories.</p><p> The study creates theoretical constructs to contribute to existing research on educational technology and writing instruction. Based on the evidence of this study, informal learning in the community can be harnessed to teach writing to novice writers. Technology and new media prove to be a useful tool for educators who are looking to for new ways to teach writing. This grounded theory research plans to provide teachers in the classroom with more effective tools. Online fan fiction communities offer students a chance to interact with other writers about stories they have written. Learning from the community has potential to provide motivation for students to write more often and frequently. Informal learning through the community has the potential to give educators a tool to teach vital writing skills.</p>

<p> Several decades of research document a growing communication gap between older adults and younger generations, with retirees limiting the information they share with younger generations. This limitation is often due to older adults' low self-efficacy and technology as a communication distraction, a trend which has resulted in the loss of intellectual capital for younger generations. The purpose of the study was to understand and increase knowledge transfer between retirees and unrelated younger people in a rural Canadian community. Communication theory of identity and social cognitive theory provided the research frameworks. The research questions examined what knowledge retirees could pass down, retirees' reasons for sharing knowledge, and the community's influence on generational communication. A qualitative case study incorporated several data sources including in-depth semi-structured individual interviews and focus groups (<i>N</i> = 40), and an analysis of existing literature. Transcribed recordings and field note analysis using open coding and peer debrief review resulted in 5 emergent themes. Key findings indicated participants felt they had little or nothing to share despite a variety of life experiences, found communication success with nontechnology-based catalysts, and felt the community has closed social circles. Transferring identity during retirement was difficult for many participants, a finding which supported the resulting project: a retiree social transition workshop. These findings suggest that those approaching retirement may benefit from identity transition support from employment to retirement, resulting in increased well-being in retirement, increased self-efficacy and motivations, and improved knowledge transfer to younger generations.</p>