Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 187-203). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 134-137). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 71-73). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 113-119). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 125-130). Also available in print.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Carl Lashley; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed May 13, 2010). Includes bibliographical references (p. 129-150).

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2004. / Includes bibliographical references.

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 29, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stephen L. Fox, Susan C. Shepherd, Teresa Molinder Hogue. Includes vitae. Includes bibliographical references (leaves 68-70).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 231-248).

abstract: President Obama's (italic)Completion Agenda (/italic) is a plan that emphasizes improved student retention and persistence. The agenda also emphasizes the important role community colleges play in moving the nation toward economic prosperity. Current statistics indicate that nearly 48% of first-time college students are lost to attrition before the end of a student's first year of college. Student success is largely determined by student experiences during the first year; in order to address the (italic) Completion Agenda (/italic), colleges will need to support initiatives designed to help first-year students succeed. This study investigated the effectiveness of peer mentoring and college success courses on developing the self-efficacy of first-year community college students by evaluating the effectiveness of two course formats of a college success course; one format uses support of a peer mentor(s) and the other format does not use support of a peer mentor(s). The self-report College Student Self-Efficacy Inventory (CSEI) served as a data source instrument designed to measure the college experience in general and, in particular, the degree of confidence students have in their abilities to successfully perform a variety of college-related tasks. The CSEI consisted or 20 questions designed to measure three principle factors: academic self-efficacy, social self-efficacy, and social integration self-efficacy. Student demographic factors, including gender, age range, ethnicity, educational background, and data pertaining to the participants' educational goals and enrollment history, were also examined. Analysis methods included descriptive statistics, a t-test, and a one-way analysis of variance (ANOVA) measuring differences for each factor based on whether the student was supported by a peer mentor or not. Data analysis revealed no immediate measurable differences between the two formats; however, findings could suggest that the seeds of college success were nurtured and the experience of being enrolled in either course format of a student success course has yet to be realized. It was assumed that understanding the relationship between the two course formats and development of students' self-efficacy would provide useful insight into the effectiveness, merit, or value of peer mentoring and college success courses. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011