<p> The college education gap between Latinas/os and whites has grown to 29 percentage points (Kolodner, 2017). I am a product of this gap. As a high school principal, I believe the solution to this problem lies within the creative minds of school principals/leaders. When a resource was not available to address the college readiness gap at my campus, I created one. The resource I created is <i>College Ready-the Game</i>. You can create one too! </p><p> The purpose of this qualitative study is to discover the experiences of middle and high school AVID students who played <i>College Ready-the Game</i>. John Dewey&rsquo;s theory of pragmatism guided the study. The intent behind the development of <i>College Ready-the Game</i> was to create a vocabulary resource that students can <i>learn by doing</i>. </p><p> The methodological framework was based upon tenets of Action Research. Patterns of experiences from participants of the same social group (students in the AVID program) that had played the college-ready game were observed through an interpretivist lens. Data from interviews were unitized and sorted into categories. </p><p> Secondary AVID classrooms who most widely use the game were chosen for the selection of participants. The classrooms are located in Title I and Non-Title I campuses to help ensure diversity of the participants. </p><p> The emergent patterns of responses conclude the following: &bull; Game-play of <i>College Ready-the Game</i> sparked conversations that developed college-ready vocabulary. &bull; <i>Physical movement, competition, and repetition</i> of <i>game-play</i> motivated students to learn college-ready vocabulary. &bull; <i>Community of inquiry</i> and a <i>college-going culture</i> were established through game-play. &bull; <i>Bank of college-ready vocabulary</i> empowered students to participate in <i>college-talk</i> and earn <i>social and cultural capital</i>. &bull; The <i>social and cultural capital </i> led the students to the critical <i>predisposition</i> stage to pursue college with their counselors, peers and parents. </p><p> While the study adds to the literature of college readiness, future qualitative studies are recommended to uncover the experiences from a variety of student and parent populations, such as speakers of other languages. Longitudinal quantitative studies are recommended to discover the effects of students who play <i>College Ready-the Game</i> throughout their school years. </p><p>

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 85-88).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 85-88). Also available in print.

Thesis (M.S.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on Feb. 14, 2007). Thesis advisor: John W. Haas . Vita. Includes bibliographical references.

Thesis (M. Ed. (Computer Assisted Education))--University of Pretoria, 1997. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1983.

This thesis explores how teachers are shown on-screen by asking the following questions: do on-screen, fictional portrayals of high school teachers affect student perceptions of their own teachers and further, how do these perceptions affect student-teacher relations and expectations of the classroom experience? Ten high school students in grades eleven and twelve were interviewed using surveys, one-on-one interviews, and a focus group. The findings revealed that fictional representations affect students in a multitude of ways, namely in student’s expectations of teachers and schooling and in how individual identities are formed and fostered. This study also found that while the participants demonstrated many critical literacy skills, they were noticeably lacking in others, thus speaking to the need for increased critical literacy education in our schools.

Thesis (M.Ed.Leadership)--University of Waikato, 2008. / Title from PDF cover (viewed February 24, 2009) Includes bibliographical references (leaves 136-148)

Thesis (Ph.D.) - University of Glasgow, 2007. / Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

Thesis (doctoral)--Uppsala University, 1993. / Includes bibliographical references (p. 100-110).