Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 207-221). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / 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 June 8, 2009) Vita. Includes bibliographical references.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 157-166).

Thesis (Educat.D.)--Fairleigh Dickinson University, 1983. / Source: Dissertation Abstracts International, Volume: 44-01, Section: A, page: 0054.

Abstract not available.

Community colleges offer a changing series of evolving academic programs and services. The question is: Can these offerings be evaluated in a way that increases their effectiveness? This dissertation suggests an evaluation approach intended to enhance opportunities for student learning on community college campuses. To respond to this question it is necessary to understand the factors in the community college environment that affect program evaluation, the reasons why educational evaluation has had a limited impact on improving educational programs and alternate evaluation approaches. Therefore, this dissertation includes a review of the literature on community college mission statements, the diverse ways in which they have been interpreted and operationalized and the resultant, institutionally unique student populations and organizational goals. A literature review which focuses on understanding the progress and limitations of each era of educational evaluation is also included. Alternate evaluation approaches, such as Egon Guba and Yvonna Lincoln's Fourth Generation Evaluation, Michael Quinn Patton's Utilization-Focused Evaluation and the work of Vincent Tinto, are also explored. An evaluation approach for community colleges was then designed. This approach is grounded in the assumptions of Guba and Lincoln's Fourth Generation Evaluation and draws upon the work of Patton, Tinto and others. The central component of this dissertation is the implementation of this evaluation approach at Middlesex Community College and an assessment of its usefulness. The successful implementation of this view of evaluation demonstrated that it has the potential to contribute to the development of locally effective programs and services. The major strengths of the design include its flexibility, focus on open communication, recognition of multiple sets of valid educational values and goals, and its emphasis on understanding the educational process for a specific group of students. Most significantly, the implementation experience revealed that the power of this evaluation approach as a tool to improve educational programs and services lies in its emphasis on the interactive, fluid process of conducting a fourth generation evaluation.

The study investigated the perceptions and practices of nanny training school officials, employed nannies and nanny employers in New England, New York, and New Jersey. It was specifically focused on whether the training received is sufficient for the jobs the nannies perform and the responsibilities they are given. Additionally, it examined the issue of "professionalism" with the nanny industry. The study was based upon an ex post facto research methodology and involved both quantitative and qualitative method of inquiry. Data collection was accomplished through mailed questionnaires and in-person interviews. As a result of the research, it was discovered that: (1) While most nanny schools are affiliated with community colleges, no degrees nor college credits are awarded. (2) There was a major discrepancy between the number of classroom hours said to be "required" for graduation and those which could be accounted for by nanny school officials. (3) Unsubstantiated classroom hours accounted for between 17% and 69% of the total "required" hours. (4) While nanny schools profess the demand to supply ratio is 100 to 1, only 65% of nanny school graduates are currently employed. (5) Employed nannies disagree with nanny school officials on whether "special skills" are needed to perform their jobs. (6) Most employers are not seeking "professionals" when hiring nannies. They would prefer to train nannies according to their own expectations. (7) The most crucial problem to be overcome in a nanny-employer relationship is that of "privacy," according to both employed nannies and nanny employers.

This case study examined how participating in a short-term education abroad program fostered transformative learning for a small group of community college students. As a participant-observer, I utilized ethnographic methods, including interviews, observations, and document analysis, to understand students' perceptions of their experiences studying in Peru for two weeks. The following questions guided the research: How do participants describe their perceptions of their experiences studying abroad? How do participants' biographies impact their perceptions of their experiences? How do programmatic features influence participants' perceptions of studying abroad? To investigate these questions, I utilized Glaser and Strauss' (1973) constant comparative method, in which I systematically and simultaneously collected and analyzed the data. Kiely's (2005) transformative learning model for service-learning served as a frame through which I analyzed participants' experiences. Four key themes concerning learning processes and outcomes emerged from this analysis. The new relationships that students forged and the intensive language classes provided the most impactful learning experiences. As a result of studying abroad, the participants reflected on and reassessed their own lives and expressed a desire to engage in future international travel. This study's findings illustrate the transformative potential of short-term study abroad programs for community college students. Previous short-term study abroad research has primarily investigated the outcomes of students' participation in four- to eight-week programs at four-year institutions; few studies have documented community college students' learning processes in very short education programs. The insights gained from this study contribute to the extant study abroad literature and inform community college administrators and faculty as they design and implement education abroad programs at their institutions. / Urban Education

No description available.